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ERIC Number: EJ1093527
Record Type: Journal
Publication Date: 2016
Pages: 16
Abstractor: As Provided
Reference Count: 48
ISBN: N/A
ISSN: ISSN-0954-0253
Criticality's Affective Entanglements: Rethinking Emotion and Critical Thinking in Higher Education
Danvers, Emily Clair
Gender and Education, v28 n2 p282-297 2016
Critical thinking is often understood as a set of tangible, transferrable and measurable skills and competencies. Yet, it is also an intensely affective experience that is complex, contingent and contextualised. Using interview, focus group and observation data conducted with 15 first-year undergraduate social science students at a UK research-intensive university, this paper explores how students negotiate the complex knowledge practices that constitute critical thinking, particularly the affects of being and becoming critical. The theoretical tools offered by Karen Barad and Sara Ahmed allow a conceptualisation of critical thinking as a complex phenomenon of socio-material and affective practices. This paper turns to Barad and Ahmed to explore the potential of their clashing theorisations for thinking through the affective territories of critical thinking. It will argue that acknowledging the way(s) critical thinking feels (as well as what it is and what it is for) opens up new imaginaries for feminist scholarship about criticality.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom