Original paper
Feeling Worlds: Affective Imaginaries and the Making of Democratic Literacy Classrooms
Abstract
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...
Paper Details
Title
Feeling Worlds: Affective Imaginaries and the Making of Democratic Literacy Classrooms
Published Date
Mar 24, 2020
Journal
Volume
56
Issue
2
Pages
315 - 335
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Notes
History