In this paper, we build on critical literacy scholarship and the affective turn, focusing particularly on the redesign process. A close and critical textual analysis of student responses to two assignments in the postgraduate education module Language and Literacy, Theories and Practices, enables us to trace the critical-creative-affective moves that students made when required to analyse and redesign university student recruitment advertisements. Students’ analyses and redesigns illustrate 1) how identification/disidentification with issues of power across gender, race, and (de)coloniality enable them to enter ‘relations of affective solidarity’ as a complex form of empathy, 2) the nuanced negotiations of affect in doing critical literacies across reading and redesign and 3) the ways in which affect surfaces differently for each student across contrasting genres and ‘revealed spaces’ (Boler, 1999).

中文翻译：

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批判性素养、想象力和情感转变：南非高等教育中研究生对种族和性别的重新设计

在本文中，我们以批判性读写学术和情感转向为基础，特别关注重新设计过程。对研究生教育模块语言与读写能力、理论与实践中的两项作业的学生反应进行仔细和批判性的文本分析，使我们能够追踪学生在需要分析和重新设计大学生招聘广告时所采取的批判性创意情感行动。学生的分析和重新设计说明了 1) 对跨性别、种族和（去）殖民性的权力问题的认同/不认同如何使他们能够将“情感团结关系”作为一种复杂的同理心形式进入，2）情感的微妙协商在阅读和重新设计中进行批判性素养的过程中，以及3）在不同的流派和“揭示的空间”中，对每个学生产生不同影响的表面的方式（Boler，1999）。