"Green with envy": affects and gut feelings as an affirmative, immanent, and trans-corporeal critique of new motivational data visualizations

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In recent educational reforms, policy papers present students’ desire and
motivation for learning as decisive issues. The documents indicate that
motivation has become a crucial issue for governmental intervention and
results in a number of motivational technologies. Envy, once perceived
as a mortal sin, is shown as integral of the ambiguous affective economy
following the wake of the motivational technologies used to translate the
Danish school reform of 2014 into everyday class rooms. Grasping and
following the invidious complex as performative effects of the intra-action of
policy, motivational technologies, and student bodies is a way of researching
the implementation of a reform beyond the already designed tales of the
reform. The point of formulating envy as an affirmative critique is not to
debunk visual devices or motivational technologies. Rather, it is to provide a
more complex understanding of, and the possible consequences of, certain
ways of reforming learning and motivation, and to show how affects and gut
feelings are both a motivating force and a disruptive one, that can generate
an immanent and hopeful critique.
Original languageEnglish
JournalInternational Journal of Qualitative Studies in Education
Volume31
Issue5
Pages (from-to)409-421
ISSN0951-8398
DOIs
Publication statusPublished - 2018

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