Class Affects, Classroom Affectations: Working through the Paradoxes of Strategic Empathy

College English Nov 2004

Class Affects, Classroom Affectations: Working through the Paradoxes of Strategic Empathy

Julie Lindquist

Abstract

The essay considers how teachers might perform emotional engagements that students find authentic and valuable within scenes of literacy instruction, suggesting that instructors’ “acting” of affect might be needed to forestall the tendency for instructors either to retain a position outside the affect generated in the classroom and merely “manage” the affective work done by students, or to impose their own affective commitments on students’ inquiry. Such a pedagogy might enable students, and particularly working-class students, to locate their own affectively structured experiences of class within more integrated understandings of social structures and identity formation.

Journal: College English
Published: 2004-11-01
DOI: 10.58680/ce20044067
Open Access: Closed
Topics: affect and writing

Citation Context

Cited by in this index (2)

Sarigianides (2025)

Mourning Working-Class Identities through Young Adult Literature in an English …

Research in the Teaching of English
Chen et al. (2023)

Reimagining student-centered learning: Accessible and inclusive syllabus design…

Computers and Composition

Cites in this index (0)

No references match articles in this index.

CrossRef global citation count: 67 View in citation network →