This article argues for a pedagogy that attends to emotion as a crucial, epistemological component of rhetorical education. After exploring dominant cultural tropes for understanding emotion, I examine examples of how these discourses materialize in popular culture. I then draw from classroom moments to analyze the possibilities for and complexities of studying emotion in the classroom.
Shari Stenberg; Teaching and (Re)Learning the Rhetoric of Emotion. Pedagogy 1 April 2011; 11 (2): 349–369. doi: https://doi.org/10.1215/15314200-1218094
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