Feeling Worlds: Affective Imaginaries and the Making of Democratic Literacy Classrooms

The authors examined how the spaces and structures of literacy classrooms were organized, inhabited, and felt by teachers and students in a new project‐based high school. The authors attended specifically to the political valence of these feelings: how educators characterized certain spatial arrangements (modular furniture and flexible seating) and curricular structures (asynchronous learning) as feeling democratic, in contrast to an...