Although emotions are an important facet of teaching and learning in all classes, emotional literacy plays an especially significant role in classes that engage critically with difference. My article redefines and theorizes critical emotional literacy, proposing that we understand it as a social practice that must be developed not only by means of analytical strategies, but also by means of contemplative pedagogy. Addressing the nature of attention and the embodied experience of emotion is crucial if we are to cultivate the emotional literacy necessary for ongoing critical engagement with difference.

Research Article| January 01 2006 Queering Pedagogy in the English Classroom: Engaging with the Places Where Thinking Stops Amy E. Winans Amy E. Winans Search for other works by this author on: This Site Google Pedagogy (2006) 6 (1): 103–122. https://doi.org/10.1215/15314200-6-1-103 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Permissions Cite Icon Cite Search Site Citation Amy E. Winans; Queering Pedagogy in the English Classroom: Engaging with the Places Where Thinking Stops. Pedagogy 1 January 2006; 6 (1): 103–122. doi: https://doi.org/10.1215/15314200-6-1-103 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2006 Duke University Press2006 Article PDF first page preview Close Modal Issue Section: Articles You do not currently have access to this content.

Recognizing that critical thinking is enhanced by an engagement with diversity, the author illustrates how race can usefully be addressed in a predominantly white classroom through a local pedagogy that respects and addresses the complexities of students’ often contradictory experiences of race, rather than essentializing whiteness or identifying it only with white privilege.