ABSTRACT
Organised as an affective collage, this work juxtaposes archival material with new interpretations of old data to make sense of a classroom event during which feelings and affects were out of joint between students and teacher. It positions teachers as desiring readers whose lives as students are never really finished but reside jagged in the folds of experience to make for weird, uncanny returns to scenes of the teaching past. Following weirdness to see where it might lead is full of learning potential.
