Critical Affective Literacy for an Affective Teacher Professionalism
Project ID: OER 18/22 PAJ
Subject area: Language, Humanities, CCE, General Paper
Principal Investigator: Dr Andrew Joseph Pereira
Email: andrew.pereira@nie.edu.sg
About the project
The importance of social and emotional learning (SEL) is underlined by MOE’s emphasis on efforts to develop personal effectiveness and well-being through healthy identities, emotional management, a sense of responsibility, as well as care and concern for others (MOE, 22 February 2022). The Covid-19 pandemic, as well as reports of increased student and teacher stress and anxiety (Davie, 2017; Singapore Counselling Centre, 2021), also highlight the need to attend to affective and emotional factors in education.
However, researchers have voiced concerns that current approaches to civic education do not yet account for the emotional basis of citizenship and character development (Keegan, 2021). These issues thus make a case for Anwaruddin’s (2016) critical affective literacy (CAL) as an actionable framework for dealing with emotive issues critically. CAL’s principles include 1) examining feelings, 2) empathizing, 3) interrogating objects of emotions, 4) and focusing on transformation from an emotional perspective. Studies have shown how CAL can be used to navigate ideological divides, consider alternative perspectives, and listen to viewpoints that conflict with their own worldviews (Keegan, 2021).
Currently, SEL in Singapore is taught within the Character and Citizenship Education (CCE) framework which includes career guidance and national education. The present proposal sees the benefit of widening the scope and breadth of SEL to deploy CAL not only within CCE, but subject and disciplinary areas like, general paper, language studies, human and social geography, social studies, history, as well as the humanities for further critical scrutiny. The present proposal seeks to mount an intervention in Singapore secondary schools and/or junior college to work with educators to enact a school-university partnership to investigate emotive and vexing educational problems that would benefit from CAL based pedagogies.
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The research seeks to employ a mixed case study of up to 4 teachers from secondary, and junior colleges in Singapore with procedures consisting of: 1) Pre- Study interview (1 hour), 2) CAL workshop (1 hour), 3) CAL lesson cycle (up to 4 hours), and 4) Post-lesson Interviews (30min). The data sources consist of interviews, classroom observations, lesson artefacts and digital artefacts (e.g. Digital Stories showcasing affective themes). The age criteria is between 21 to 65. The interviews and lesson observations will be audio and video recorded, transcribed verbatim where they will be analysed for themes pertaining to critical affective literacies |