This article considers the way that affect shaped the unfolding of a curriculum initiative which aimed to expose undergraduate art and design students to the insights of critical disability studies. This initiative, funded by the Big Lottery and managed by disability charity Scope, asked students in art, design and multimedia programmes in four UK higher education institutions to engage with a live brief: to develop inclusive illustrated children's books and digital media. By focusing on the affective dimensions to this project and especially what Sianne Ngai refers to as the 'minor emotions' - not fear or passion or hatred, but, for example, anxiety - this article traces the way such feelings and associated 'taste concepts' influenced the engagements, disengagements and judgements of students, staff and the project's management.
Originally published in: Discourse : studies in the cultural politics of education, Vol. 31, Issue 4 (2010), p.527-541.