ABSTRACT

This three-year, living inquiry into how preservice English Education students composed and analyzed visual-verbal journals (VVJs) in relation to Anne Frank’s Diary is grounded in Ahmed’s concepts of happy objects, bad encounters, and good encounters. After theorizing and complicating Ahmed’s concepts, we explore the way that the Diary has been positioned in the social fields of U.S. popular culture and schools. Across the three years, we found that participants overwhelmingly produced Anne Frank as a happy object, in ways that valorized her and emphasized the saving power of individual moral conduct rather than the brutal sides of her life and death. Through communal analysis of the VVJs and pedagogical changes across the years, participants became less likely to produce solely optimistic compositions of Frank. We argue for teacher education courses that do not focus upon single responses to complex issues and histories; instead, we explain how the conjunction ‘and’ can multiply the complexity of our engagements with texts and unravel binaries that have long had a hold on teacher education.

摘要

这项为期三年的生动调查以艾哈迈德的快乐对象、糟糕遭遇和美好遭遇的概念为基础，调查了职前英语教育学生如何撰写和分析与安妮弗兰克日记相关的视觉语言期刊 (VVJ) 。在对艾哈迈德的概念进行理论化和复杂化之后，我们探索了日记的方式一直定位于美国流行文化和学校的社会领域。在过去的三年中，我们发现绝大多数参与者都将安妮·弗兰克塑造成一个快乐的对象，其方式是评价她并强调个人道德行为的拯救力量，而不是她生与死的残酷一面。通过多年来对 VVJ 的共同分析和教学法的改变，参与者不太可能产生完全乐观的弗兰克作文。我们主张教师教育课程不要侧重于对复杂问题和历史的单一反应；相反，我们解释连词“和”如何增加我们与文本接触的复杂性，并解开长期影响教师教育的二进制文件。