Affective Engagements in the Classroom: An Autoethnography of Exits and Openings

Abstract

We provide an autoethnography of gendered encounters in a graduate seminar. We use an affective lens to argue that these encounters stem from "more than" just individual sexism. We also use affect to identify how these encounters related to both exits from and openings for knowledge production in the classroom.

Keywords:

• affect,
• autoethnography,
• post-secondary education,
• knowledge production,
• graduate school