Date of Award

Spring 1-1-2017

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

First Advisor

Elizabeth Dutro

Second Advisor

Wendy Glenn

Third Advisor

Jamy Stillman

Fourth Advisor

Bridget Dalton

Fifth Advisor

Susan Jurow

Abstract

Situated in the burgeoning fields of research on emotion, affect, and trauma, this dissertation is an effort to bridge these areas of research by exploring the implementation of a semester-long project called the “Affective Archive” within a practicum-linked writing methods teacher education course and contribute to the embodied, emotional, and critical-affective research being taken up within literacy studies. The Affective Archive Project (AAP) adapted for this course was inspired by Cvetkovich’s (2003) work on archiving and draws on visceral, multimodal, and multiliterate approaches to literacy. Through the use of case studies representing major themes of the ways in which the project was taken up by teacher candidates, this paper aims to highlight the ways in which the Affective Archive allowed preservice educators to make sense of the complicated processes and impacts of emotion and affect and how they function within K-12 schools and with children in a literacy context.

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