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Criticality's affective entanglements: rethinking emotion and critical thinking in higher education

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posted on 2023-06-08, 23:58 authored by Emily DanversEmily Danvers
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.

History

Publication status

  • Published

File Version

  • Accepted version

Journal

Gender and Education

ISSN

0954-0253

Publisher

Taylor & Francis

Issue

2

Volume

28

Page range

282-297

Department affiliated with

  • Education Publications

Full text available

  • Yes

Peer reviewed?

  • Yes

Legacy Posted Date

2016-01-14

First Open Access (FOA) Date

2017-05-28

First Compliant Deposit (FCD) Date

2016-12-21

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