Online social networks produce a visuality that reflects the attention economy governing this space. What is seen becomes elevated into prominence by networked publics that ‘perform’ affective expressions within platform affordances. We mapped Twitter images of refugees in two language spaces - English and Arabic. Using automated analysis and qualitative visual analysis, we found similar images circulating both spaces. However, photographs generating higher retweet counts were distinct. This highlights the impact of affective affordances of Twitter — in this case retweeting — on regimes of visibility in disparate spheres. Representations of refugees in the English language space were characterized by personalized, positive imagery, emphasizing solidarity for refugees contributing to their host country or stipulating innocence. Resonating images in the Arabic space were less personalized and depicted a more localized visuality of life in refugee camps, with an emphasis on living conditions in refugee camps and the efforts of aid organizations.
Social media have become important platforms for residents to engage with their neighborhood. This paper investigates two Facebook communities that focus in distinctly different ways on Amsterdam-Noord, a gentrifying neighborhood in Amsterdam. Dialogue on both Facebook communities is found to be thoroughly affective, but the kinds of emotions and the way such emotions are generated and shared differ. Through this analysis, this paper seeks to understand how “affective publics” emerge through a specific form of collaborative storytelling, characterized by tone, form as well as rhythm of online interaction. We show how the channeling of affective expression and attunement helps to build two dissimilar collaborative discourses of the neighborhood transformation. We propose the term online affective placemaking to study and articulate such processes. The term points to mediated feelings and urgency to engage, which bonds participants and impacts the social and political landscape within the neighborhood.
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Dutch secondary school pupils seldom speak the foreign language in class, citing anxiety as a primary factor (Haijma, 2013). Implementing improvisational drama techniques (IDTs), however, could help ameliorate this situation by generating positive affective reactions, such as confidence and joy, and in turn stimulate pupils to speak. The concept IDT in this study contains two key elements. Firstly, participants take on roles in fictitious situations. Secondly, the activities must elicit spontaneous speech as to offer language learners opportunities to practice real-life communication, which is central to the goal of this research. The question driving this study was: What types of IDTs induce positive affective reactions among pupils and, as such, have the potential to stimulate spoken interaction in FL classrooms? The study yielded 77 IDTs associated with positive affective reactions through a literature review and an analysis of student teacher reflections on their IDT use in their English classrooms. This combined evidence lends credence to the conception that it could be the essence of improvisational drama that generates positive reactions, rather than the type of activity—the essence being an invitation to enter a fictional world, combined with the improvisational element that readies learners for spontaneous interactions.
