Hopeful Things as Minor Interventions in Educational Atmospheres
A Diffractive Translation of Sara Ahmed’s ‘Happy Objects’ to Nordic Diversity Work
DOI:
https://doi.org/10.7577/rerm.5865Keywords:
diversity work, Racialization, Affective pedagogies, Happy objects, Hopeful things, Local specificitiesAbstract
Drawing on scholarship on affects, moods, and affective pedagogies in education, we explore how educators in a Danish gymnasium weaved hopes and anxieties into a school space and the specific things, such as books and bookshelves, to address and improve the inclusion of racialized students in school life. Based on a feminist new materialist and diffractive reading through translation of English-language based concepts through Danish grammar and language, we explore how the concept of the "happy object" as delineated by feminist scholar Sara Ahmed takes on a more hopeful interpretation when analyzed within the Danish educational context and language. We argue that ‘foreign’ concepts require careful consideration and adaptation to suit another (Danish) linguistic, cultural, and racial context. Making such adjustments is not just a matter of taking specificities of local contexts seriously, it is also a means of advancing theory that can inspire analyses conducted in a wider range of educational time-space-coordinates.
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