Racializing affect draws on Black feminist theories to extend affect theory and related poststructuralist approaches within literacy studies. The authors examined literacies via a study of affect and youth of color in career and technical education (CTE) and the reconfiguration of CTE to enable radical change in the racializing experiences of/with technologies. Together, the authors hope to shed light on CTE as an understudied educational context and to reimagine race, gender, and difference in relation to technology and literacy learning
