"An Evil Text": Chilean National Writing Plan and Students Becoming Writers with Villainy

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dc.contributor.authorGarcia-Gonzalez, Macarena
dc.contributor.authorErrazuriz, Valentina
dc.contributor.authorConcha, Soledad
dc.contributor.authorSaona, Ignacia
dc.date.accessioned2025-01-20T17:28:14Z
dc.date.available2025-01-20T17:28:14Z
dc.date.issued2023
dc.description.abstractThis article examines high school students' responses to an exercise from the Chilean National Writing Plan which invited students to "write an evil text." The data was analyzed through a diffractive reading using affect theory. We asked the texts: What do affective repertoires related to villainy do to students becoming writers? We describe the affirmative potential of these affects and strategies used by students becoming writers to contest normative childhood and youth relations with cultural products and affective repertoires in education. Based on our findings, we posit that the entanglements between writing exercises, student writers, and villainy produced non-normative affects related to evilness, which in turn assembled into cultural zones of exception in which children and youth could speculate around complex topics such as the pleasures related to violence.
dc.fuente.origenWOS
dc.identifier.eissn2371-4115
dc.identifier.issn2371-4107
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/91584
dc.identifier.wosidWOS:001085261400003
dc.issue.numero3
dc.language.isoen
dc.pagina.final32
dc.pagina.inicio18
dc.revistaJournal of childhood studies
dc.rightsacceso restringido
dc.subjectstudent writers
dc.subjectvillainy
dc.subjectviolence
dc.subjectpleasure
dc.subjectaffects
dc.title"An Evil Text": Chilean National Writing Plan and Students Becoming Writers with Villainy
dc.typeartículo
dc.volumen48
sipa.indexWOS
sipa.trazabilidadWOS;2025-01-12
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