![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
Abstract
This article presents an analysis of journal entries of student teachers in a course on multicultural and language studies in primary education in Aotearoa/New Zealand, which was informed by a discursive strand of postcolonial theory, in particular Gayatri C. Spivak’s ideas of education ‘to-come’ as an ‘un-coercive rearrangement of desires’ towards an ethical imperative towards the Other, ‘before will’. We start this article with a contextualization of the course and an outline the theoretical background that informed the course aims and strategies. Next, we selectively use affect theory to analyse the learning journals of eight students in the course. Our conclusion raises questions related to the relationship between structures of cognition, affect and relationality and highlights the role of crisis in learning processes that intend to equip learners to reconfigure their imaginaries and their capacity to relate to difference.
Acknowledgements
In memory of our beloved colleague and friend Amosa Fa'afoi whose wisdom, kindness and care guided the analysis presented in this study. A passionate educator, activist and advocate for Pasifika and Maori students and teachers, Amosa worked at the intersections of academic, professional and local communities, always emphasizing the need for responsible translations and dialogue. He passed away before the publication of this article. The authors are also grateful for the funding support received towards the completion of this research from the Teaching and Learning Research Initiative (TLRI) of the New Zealand government. We would also like to thank the reviewers for the extremely useful feedback on earlier versions of this article.