Affect and Embodiment

This section includes papers that develop theory and report on research and experimentation with affect and embodiment. While I have been interested in affect and emotion since the beginning of my academic career, a more direct turn toward affect and embodiment has been part of my work for over ten years. Much of this work has been inspired by Deleuzian theory.

Robinson, B., & Leander, K. (2025) PDF. ‘I hope this email finds you well’: how synthetic affect circulates through MagicSchool AI. Learning, Media and Technology, 1–13. https://doi.org/10.1080/17439884.2025.2527920

Leander, K., Carter-Stone, L., & Supica, E. (2023) PDF. “We got so much better at reading each other’s energy”: Knowing, acting, and attuning as an improv ensemble. Journal of the Learning Sciences, 32(2), 250–287. https://doi.org/10.1080/10508406.2022.2154157

Boldt, G., & Leander, K. M. (2020) PDF. Affect theory in reading research: Imagining the radical difference. Reading Psychology, 41(6), 515–532. https://doi.org/10.1080/02702711.2020.1783137

Tanner, S. J., Leander, K. M., & Carter‐Stone, L. (2021) PDF. Ways with worlds: Bringing improvisational theater into play with reading. Reading Research Quarterly, 56(2), 237–252. https://doi.org/10.1002/rrq.304

Leander, K. M. & Ehret, C. (Eds.) (2019). Affect in literacy learning and teaching: Pedagogies, politics, and coming to know. Expanding Literacies in Education Series (C. Lewis & J. Rowsell, Eds). New York: Routledge.

da Silva Iddings, A. C., & Leander, K. M. (2019) PDF. Thinking and feeling the interval. In Affect in Literacy Teaching and Learning (pp. 124–141). Routledge. https://doi.org/10.4324/9781351256766-10

MacDonald, J., & Leander, K. M. (2019) PDF. Planning-as-Burden, Planning-as-Gift. In Affect, Embodiment, and Place in Critical Literacy (pp. 62–71). Routledge. https://doi.org/10.4324/9780429027840-7

Leander, K. M., & Boldt, G. (2018) PDF. Design, desire, and difference. Theory Into Practice, 57(1), 29–37. https://doi.org/10.1080/00405841.2017.1390331

Leander, K. M., Aziz, S., Botzakis, S., Ehret, C., Landry, D., & Rowsell, J. (2017) PDF. Readings and experiences of multimodality. Literacy Research: Theory, Method, and Practice, 66(1), 95–116. https://doi.org/10.1177/2381336917719247

Boldt, G. M., & Leander, K. (2017) PDF. Becoming through ‘the break’: A post-human account of a child’s play. Journal of Early Childhood Literacy, 17(3), 409–425. https://doi.org/10.1177/1468798417712104

Leander, K. M., & Hollett, T. (2017) PDF. The embodied rhythms of learning: From learning across settings to learners crossing settings. International Journal of Educational Research, 84, 100–110. https://doi.org/10.1016/j.ijer.2016.11.007

Boldt, G., Lewis, C., & Leander, K. M. (2015) PDF. Forum: Moving, feeling, desiring, teaching. Research in the Teaching of English, 49(4), 430–441. https://doi.org/10.58680/rte201527351

Leurs, K. H. A., de Haan, M. J., & Leander, K. (2014). Affective belongings across geographies: Locating YouTube viewing practices of Moroccan-Dutch youth. In B. Aslinger, & G. Halegoua (Eds.), Locating Emerging Media. London: Routledge. https://doi.org/10.4324/9780203387771-21

Leander, K., & Boldt, G. (2013) PDF. Rereading “A pedagogy of multiliteracies.” Journal of Literacy Research, 45(1), 22–46. https://doi.org/10.1177/1086296x12468587

Leander, K. M., & Rowe, D. W. (2006) PDF. Mapping literacy spaces in motion: A rhizomatic analysis of a classroom literacy performance. Reading Research Quarterly, 41(4), 428–460. https://doi.org/10.1598/rrq.41.4.2

Leander, K. M. (2002) PDF. Locating Latanya: The situated production of identity artifacts in classroom interaction. Research in the Teaching of English, 37(2), 198–250. https://doi.org/10.58680/rte20021770