Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6780
Title: All the Rage: Emotional Configurations of Anger as Feminist Politicization
Authors: Curnow, Joe
Fernandes, Tresanne
Asher, Lila
Dunphy, Sinead
Keywords: Learning and Identity
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Curnow, J., Fernandes, T., Asher, L., & Dunphy, S. (2020). All the Rage: Emotional Configurations of Anger as Feminist Politicization. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 1 (pp. 82-89). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: In this paper we argue that anger played an important and under-theorized role in shaping the learning ecology of the youth climate activist campaign Fossil Free UofT. Through an interaction analysis of video data collected from the Women’s Caucus meetings over the course of one year, we examined how emotion, and particularly snarky rage, shaped the process of politicization. We draw on recent interventions in the learning sciences which orient to emotionality, especially Vea’s approach to guided emotional participation, to show how emotion shaped the learning trajectories of youth activists. We argue that learning to be angry and express outrage through snarky humour-- was a learning process/target/outcome that enabled participants to become feminists by enabling educational intimacy and fostering politicized trust.
URI: https://doi.dx.org/10.22318/icls2020.82
https://repository.isls.org//handle/1/6780
Appears in Collections:ICLS 2020

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