“An Evil Text”: Chilean National Writing Plan and Students Becoming Writers with Villainy

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Macarena García-González, Valentina Errázuriz, Soledad Concha, Ignacia Saona
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引用次数: 0

Abstract

This article examines high school students’ responses to an exercise from the Chilean National Writing Plan which invited students to “write an evil text.” The data was analyzed through a diffractive reading using affect theory. We asked the texts: What do affective repertoires related to villainy do to students becoming writers? We describe the affirmative potential of these affects and strategies used by students becoming writers to contest normative childhood and youth relations with cultural products and affective repertoires in education. Based on our findings, we posit that the entanglements between writing exercises, student writers, and villainy produced non-normative affects related to evilness, which in turn assembled into cultural zones of exception in which children and youth could speculate around complex topics such as the pleasures related to violence.
“邪恶的文本”:智利国家写作计划与学生成为邪恶的作家
这篇文章检视高中学生对智利国家写作计划邀请学生“写一篇邪恶的文章”的反应。利用影响理论对衍射读数进行了分析。我们问这些课文:与邪恶相关的情感曲目对学生成为作家有什么影响?我们描述了这些影响的积极潜力,以及学生成为作家时使用的策略,以与文化产品和教育中的情感曲目竞争规范的童年和青年关系。根据我们的发现,我们假设写作练习、学生作家和邪恶之间的纠缠产生了与邪恶相关的非规范影响,这些影响反过来又聚集成例外的文化区域,在这些文化区域中,儿童和青少年可以推测复杂的话题,如与暴力有关的快乐。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Journal of Childhood Studies
Journal of Childhood Studies EDUCATION & EDUCATIONAL RESEARCH-
自引率
11.10%
发文量
20
审稿时长
42 weeks
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