Journal article
Examining Emotional Rules in the English Classroom: A Critical Discourse Analysis of One Student's Literary Responses in Two Academic Contexts
Research in the teaching of English, Vol.49(3), pp.200-223
02/01/2015
Abstract
In this paper, the authors offer a theorization of the relationship between emotion and literary response that is fundamentally different and, consequently, poses new questions that we argue more fully explore how emotion engages response. Following other scholars in English studies (Lewis & Tierney, 2011; Micciche, 2007; Winans, 2012), the authors propose that a sociocultural theory of emotion that disentangles emotion from the personal provides a new lens that reveals the central role of emotion in engaging students in literature learning. Within this theory, emotion is not something that resides in individual students, nor can it be leveraged, ignored, or gotten beyond. Instead, emotion is always already in the fabric of every classroom context. Given this view, we argue that neither of Nina's responses was more or less emotional than the other. Instead, although one response appeared more rational than the other, each was equally guided by emotional expectations or rules that Nina perceived to be at play in each social context.
Details
- Title: Subtitle
- Examining Emotional Rules in the English Classroom: A Critical Discourse Analysis of One Student's Literary Responses in Two Academic Contexts
- Creators
- Amanda Haertling TheinMegan GuiseDeAnn Long Sloan
- Resource Type
- Journal article
- Publication Details
- Research in the teaching of English, Vol.49(3), pp.200-223
- Publisher
- National Council of Teachers of English
- ISSN
- 0034-527X
- eISSN
- 1943-2348
- Language
- English
- Date published
- 02/01/2015
- Academic Unit
- Teaching and Learning; Graduate College Admin and Gen
- Record Identifier
- 9984095164502771
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