Abstract
This chapter explores affect within student-teacher relationships. To do this, I will use the concept of “affect” as composed by Baruch Spinoza (1991, 2007) in Ethics (1992) and further in Theological-Political Treatise (2007), specifically, I will focus on Deleuze’s (1988) and Negri’s (2011, 1991) immanent interpretation, and their implementation of the term within their own philosophy. When approaching the implementation of affect and Spinoza’s ontological repositioning, this chapter proposes the use of critical pedagogy (Freire, 2000; Giroux, 2009, 2011; Kincheloe, 2003) in conjunction with the emerging new discourse of affective pedagogy as defined by Watkins (2006), Dahlbeck (2014), and others. In order to unravel the way Spinoza defines and uses affect, it is important to follow its genealogical trajectory through its ontological construction in Deleuze (1992, 2007), followed by Negri (1991, 2013), through to its implementation in educational theory within the discourse of Affective Pedagogy. This genealogical inquiry, so to speak, constitutes the ontological and ethical foundations of the term and is followed by its potential implementation into the discourse of curriculum theory (Pinar, 2012).
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Kalfleish, L. (2016). An Ontological Curriculum: Liminal Encounters of Subjectivity and Affect. In: Skott-Myhre, H., Pacini-Ketchabaw, V., Skott-Myhre, K.S.G. (eds) Youth Work, Early Education, and Psychology. Critical Cultural Studies of Childhood. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137480040_9
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