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Affective knowledge versus affective pedagogy: the case of native grammar learning

Ainsworth, Stephanie and Bell, Huw ORCID logoORCID: https://orcid.org/0000-0002-9695-9632 (2020) Affective knowledge versus affective pedagogy: the case of native grammar learning. Cambridge Journal of Education, 50 (5). pp. 597-614. ISSN 0305-764X

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In recent years, there has been a growing interest in the role of affect within education. Within this paper, we make a distinction between affective pedagogy, which we refer to as ways of teaching that are designed to evoke particular emotional states, and affective knowledge, which we refer to as aspects of knowledge or knowing which seem to bring forth particular emotions organically. Using explicit grammar knowledge as a test case, we explore student teachers’ affective responses to learning, drawing upon interview data and observations made during a series of grammar courses. We argue that grammar learning is a potential source of pleasure, wonder and intensity. The findings provide an important counter-narrative to the prevailing discourse of grammar as dull and threatening. We also draw broader conclusions about the significance of affect in education, drawing upon affect theory and recent work on epistemic emotions.

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