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ABSTRACT
Focusing on moments in the English classroom imbued with affective forces that produce racial differentiation is central to the support of classrooms addressing race and racism. This work focuses on an event in an English classroom where race was constructed in ways that disrupted not only silence but habitual ways of social differentiation. Through an analysis of two student’s responses to an image of Basquiat, I make the case for how affect as a constellation of language, power, bodies, and historical, cultural, social and political norms and conventions informed each students’ response. I also address how affective encounters can prime teachers for future discussions and activities that also/further disrupt ideologies of race.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Notes
1. Coloniality refers to the manner in which modern systems of colonialism operate epistemically, economically, politically, culturally, and contextually (Mignolo Citation2012; Quijano Citation2000).
2. All names of places and of study participants are pseudonyms.
Additional information
Notes on contributors
Teresa Sosa
Teresa Sosa is an Associate Professor at the School of Education at Indiana University, Indianapolis (IUPUI). Sosa has a longstanding commitment to teaching and working with Brown and black youth in urban communities. As a Latina scholar, her research captures the collective experiences of oppression that black and brown youth navigate and serves as a lens that details how within these experiences, youth manifest their literacy expertise, experiential knowledge, and self-determination. Her work broadens understandings of how literacy education can be leveraged to disrupt educational injustices by attending to pedagogical practices, discourse and interactions, and capturing youths’ experiences and responses to their day-to-day educational experiences.