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
CompPile
Open Access
Closed
Topics
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Citation context

Cited by in this index (20)

  1. Sarigianides (2025)
    Mourning Working-Class Identities through Young Adult Literature in an English …
    Research in the Teaching of English
  2. Chen et al. (2023)
    Reimagining student-centered learning: Accessible and inclusive syllabus design…
    Computers and Composition
  3. Gabriella (2022)
    Review of Changing the Subject: A Theory of Rhetorical Empathy
    Across the Disciplines
  4. Bollig (2019)
    “People Like Us”: Theorizing First-Generation College as a Marker of Difference
    Literacy in Composition Studies
  5. Bollig (2019)
    “People Like Us”: Theorizing First-Generation College as a Marker of Difference
    Literacy in Composition Studies
Show all 20 →
  1. Bollig (2019)
    “People Like Us”: Theorizing First-Generation College as a Marker of Difference
    Literacy in Composition Studies
  2. Bollig (2019)
    “People Like Us”: Theorizing First-Generation College as a Marker of Difference
    Literacy in Composition Studies
  3. Bollig (2019)
    “People Like Us”: Theorizing First-Generation College as a Marker of Difference
    Literacy in Composition Studies
  4. Bollig (2019)
    “People Like Us”: Theorizing First-Generation College as a Marker of Difference
    Literacy in Composition Studies
  5. Bollig (2019)
    “People Like Us”: Theorizing First-Generation College as a Marker of Difference
    Literacy in Composition Studies
  6. Bollig (2019)
    “People Like Us”: Theorizing First-Generation College as a Marker of Difference
    Literacy in Composition Studies
  7. Bollig (2019)
    “People Like Us”: Theorizing First-Generation College as a Marker of Difference
    Literacy in Composition Studies
  8. Bollig (2019)
    “People Like Us”: Theorizing First-Generation College as a Marker of Difference
    Literacy in Composition Studies
  9. Bollig (2019)
    “People Like Us”: Theorizing First-Generation College as a Marker of Difference
    Literacy in Composition Studies
  10. Bollig (2019)
    “People Like Us”: Theorizing First-Generation College as a Marker of Difference
    Literacy in Composition Studies
  11. Bollig (2019)
    “People Like Us”: Theorizing First-Generation College as a Marker of Difference
    Literacy in Composition Studies
  12. Bollig (2019)
    “People Like Us”: Theorizing First-Generation College as a Marker of Difference
    Literacy in Composition Studies
  13. Mihut (2014)
    Literacy Brokers and the Emotional Work of Mediation
    Literacy in Composition Studies
  14. Mihut (2014)
    Literacy Brokers and the Emotional Work of Mediation
    Literacy in Composition Studies
  15. DeGenaro (2014)
    "Where Did all the White Girls Come From?": Difference and Critical Empathy In …
    Open Words: Access and English Studies

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