Abstract

This paper considers the pedagogical and research potential of visual journals to uncover the affective in education. Spurred by the sudden instructional shift from in-person learning to asynchronous instruction, visual journals were utilized in order to understand student experience of the pandemic and to consider whether education, as usual, was possible after significant affective and material societal shifts happening at the early stages of the pandemic. Massumi’s (2015) notion of affective threat is utilized along with affect theory in order to uncover the affective realm of education during the pandemic and, therefore the latent affective realm of education.

Keywords: visual journal, affect, COVID-19, affective threat, Massumi, art education

How to Cite:

Kaplan, H., (2023) “Education as Affective: Making Visual Journals During the Covid-19 Pandemic”, Journal of Cultural Research in Art Education 40(1), 81-112. doi: https://doi.org/10.2458/jcrae.5531