Affective Subjectivities in (re)Imagining Critical Education Research in Academia

Critical research in education is a recognized scholarly tradition, strongly aligned with socially just and decolonizing agendas. However, it is also widely acknowledged that conducting what is labeled as “critical work” is often met with ambivalence. In this paper, we draw from eight fictional narratives provided by academics around the globe that demonstrate how affective subjectivation occurs through everyday micro-interactions within the university. Devoid of obvious references to institutional policies and guidelines, “research(ing) subjects” are illuminated as embodying the governing strategies of universities. These tactics, following the logic of precision education governance, are very much tied to predominant neoliberal agendas. At the same time, we unveil how the affective can mold empowering subjectivities offering the promise of solidarity, resilience, and flexibility. Thus, in analyzing the fictional narratives, we speculate on specific strategies to nurture the resilience of critical scholarship and illuminate the possibilities for researching the conduct of critical research.