Affective Engagements in the Classroom: An Autoethnography of Exits and Openings

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Auteurs
Date

2018

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Type de document
Périmètre
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Source

Atlantis: Critical Studies in Gender, Culture and Social Justice / Atlantis: Études critiques sur le genre, la culture, et la justice

Relations

Ce document est lié à :
Atlantis : Critical Studies in Gender, Culture & Social Justice ; vol. 39 no. 2 (2018)

Collection

Erudit

Organisation

Consortium Érudit

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All Rights Reserved © Mount Saint Vincent University, 2018

Mots-clés En

affect autoethnography post-secondary education knowledge production graduate school

Sujets proches En

Post-secondary education Post high school education Sex bias

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Maggie FitzGerald et al., « Affective Engagements in the Classroom: An Autoethnography of Exits and Openings », Atlantis: Critical Studies in Gender, Culture and Social Justice / Atlantis: Études critiques sur le genre, la culture, et la justice, ID : 10.7202/1064070ar

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We provide an autoethnography of gendered encounters in a graduate seminar. We use an affective lens to argue that these encounters stem from "more than" just individual sexism. We also use affect to identify how these encounters related to both exits from and openings for knowledge production in the classroom.

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