Mechanisms of inclusion and exclusion: Illuminating the dynamics of affect in practices of artful teaching and learning in social education in Denmark

This article maps affective operations in artful teaching practices in Social Education at a
University College in Denmark to make visible the ways affect shapes experience, behavior, and forms of social connection. The article contributes to the fields of playful
learning and aesthetic learning in higher education through its application of a relational
and situated approach to affectivity as a new line of inquiry illuminating the dynamics of
affect in artful educational practices. We argue that bringing considerations of affectivity
to the study of artful educational practices utilized as a catalyst for playful learning in Social
Education has: (1) important implications for how we might leverage the affective power
of bodies learning together (Harris, Jones, 2021) for designing and developing inclusive
playful learning encounters; (2) important implications for how we might better understand the exclusive dynamics and micropolitical dimensions of aesthetic practices in
order to better respond to the inherent power structures and nuanced nature of
privilege.