This article examines the familiar imperative for educators to cultivate affective attachments between students and reading—to foster love or ward off hate, for books. It considers the interplay of this affective economy with other “economies” of reading long theorized in literacy studies: the moral economy, promoting dominant social norms; and the political economy, prioritizing workers skilled to meet the needs of the state. We examine the relations among these economies through a study of “book choice”—practices intended to give students greater autonomy (and pleasure) in their reading. Using interviews and artifacts from three middle-school classrooms in the U.S. south using varied configurations of “book choice,” we report findings that suggest the affective aims of such programs often intermingled with moral and political economic directives. In conclusion, we suggest that attunement to these contradictions offers an alternate, and more capacious, orientation for literacy education and aesthetic response.
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