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ordinary affects

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Journal Article
Pedagogy (2023) 23 (3): 509–518.
Published: 01 October 2023
... © 2023 by Duke University Press 2023 classroom disruptions ordinary affects Daria attunement nonhuman actors I'll begin by answering the question posed in my title: if a spider appears in your classroom while you are teaching, you should try not to kill it. At least some of your...
Journal Article
Pedagogy (2024) 24 (1): 1–20.
Published: 01 January 2024
... of race and borders, respectively. These works generate uncertainty as to how to relate to others and thus serve as examples of the way in which reading for affective uncertainty works in acknowledging that poems can be viewed as ordinary objects that participate in generating emotion. elina.siltanen...
Journal Article
Pedagogy (2021) 21 (3): 455–479.
Published: 01 October 2021
... compiling of facts without affect. Without intellectual curiosity, without the wish to discover and explain something about life, history is a dust bin.” In this remark, “curiosity” breathes life into facts and throws into relief the final metaphor of history as an empty “dust bin.” Without curiosity...
Journal Article
Pedagogy (2022) 22 (3): 481–483.
Published: 01 October 2022
... is an assistant professor and director of writing at La Salle University. Her research focuses on the affective experience and its importance to the reading and viewing of texts and how doing so impacts the student writing process. She also considers how positions of power and privilege influence...
Journal Article
Pedagogy (2001) 1 (1): 117–142.
Published: 01 January 2001
... of academic reporting, an often obsessive need to train students to emulate existing academic language-use mores, and a separa- tion of rhetorical and literary study (in which the sacred texts of literary genres are not allowed to mix with the common, ordinary texts students pro- duce in their composition...
Journal Article
Pedagogy (2020) 20 (2): 303–326.
Published: 01 April 2020
... diary of Margaret Madge Pres- ton, whose physical diary is held in my university s archive. Preston was a nineteenth- century middle- class white woman who lived outside of Balti- more, Maryland, and although she could in many ways be seen as an ordinary woman of her time, she was a member of a family...
Journal Article
Pedagogy (2010) 10 (1): 95–105.
Published: 01 January 2010
..., this all sounds very Orwellian — but would it affect our teaching? In one sense, no: your local state legislator would not ask to monitor your classroom to make sure you gave equal time to all sides of controversial issues. But in another sense, yes, most certainly, initiatives like these could...
Journal Article
Pedagogy (2014) 14 (1): 53–79.
Published: 01 January 2014
... of  “political transformation” that should emerge. Rak prefaces her claim on the notion that “[trauma narratives] are designed to enact an affective response in readers” (55). And I concur. But her claims are problematic — as they place emphasis on students alone, neglecting to examine other partici...
Journal Article
Pedagogy (2007) 7 (2): 309–316.
Published: 01 April 2007
... (as represented by state and national standards), but also by teachers’ own awareness of the stu- dents’ placement on what Burke calls a “Continuum of Complexity” — “from simple understanding to confident interpretation of multiple texts” (43 – 44). Burke argues that even very ordinary students can...
Journal Article
Pedagogy (2015) 15 (3): 493–505.
Published: 01 October 2015
... of divorce, but he survived. Calling such an event an “accident” is rather an odd linguistic strategy, reducing the fact of trauma to mere incident, a cut finger, a fall from a tree — one of the ordinary scars or pitfalls of an ordinary childhood. In later years, as Josh grew into a precocious...
Journal Article
Pedagogy (2010) 10 (1): 217–228.
Published: 01 January 2010
...James Phelan Teaching narrative as rhetoric is a powerful pedagogical approach, because it connects students' experiences as readers with their work in the classroom. As an analysis of Time's Arrow shows, the approach provides a valuable way to access—and assess—the cognitive, affective...
Journal Article
Pedagogy (2007) 7 (3): 453–480.
Published: 01 October 2007
... symbolically — to our- selves as well as to one another — is a fundamentally self-constitutive activity as well as an irreducibly social one (Bruner 1996). It is both an ordinary and a miraculous business — a humanizing process that we all have to learn to engage in to maintain our sense of who we...
Journal Article
Pedagogy (2016) 16 (3): 551–562.
Published: 01 October 2016
... and expectations is essential to understanding the connection between form and affect, I was sure that these students were beginning to build the skill set. Still, I felt that I couldn’t allow the class to get away with such avoidance. I determined to let it settle and bring Chappelle back in later...
Journal Article
Pedagogy (2011) 11 (1): 206–210.
Published: 01 January 2011
.... 2001 . “The [Fallen] Body: The Crisis of Meaning in Sankai Juku's `Jomon Sho.'” In Ordinary Reactions to Extraordinary Events , ed. Ray Broadus Browne and Arthur G. Neal, 122 – 36. Bowling Green, OH: Bowling Green University Popular Press. From the Classroom...
Journal Article
Pedagogy (2018) 18 (2): 375–385.
Published: 01 April 2018
... was to educate unknowing readers about the brutal realities of the peculiar institution from an insider’s point of view. According to William L. Andrews’s (1986: 5) To Tell a Free Story, the affective power of the slave narrative lies “with its promise of inti- mate glimpses into the mind and heart...
Journal Article
Pedagogy (2006) 6 (2): 209–230.
Published: 01 April 2006
... synecdochically for film, television, bill- boards, magazines, advertising, and popular music or against the computer screen — a burgeoning field of technological proficiencies and microelectron- ics poised to transform the world (let alone the study of English). Ordinary Web surfing may represent little...
Journal Article
Pedagogy (2004) 4 (2): 215–240.
Published: 01 April 2004
... students negotiate the relationship between the way course material affects them internally and how they respond to it externally?1 Though we arrive at our concerns from different disciplinary perspec- tives, our thinking parallels some of the assumptions represented by the tra- dition of critical pedagogy...
Journal Article
Pedagogy (2012) 12 (3): 389–404.
Published: 01 October 2012
..., most notable among them the insistence “that everything at every moment must be accountable to the rules and whims of contemporary society” (ibid These problems affect more than merely the management style of institutions; hence, many are waking up to a situation wherein managerialism now...
Journal Article
Pedagogy (2009) 9 (1): 35–59.
Published: 01 January 2009
...), suburbia is as much a textual entity as a physical one, a place we regularly read and write. The fact that many college students hail from such an eminently legible, formative environment confirms its ripeness for ecocom- positional inquiry. It is a decidedly ordinary, familiar landscape — to some...
Journal Article
Pedagogy (2011) 11 (1): 199–205.
Published: 01 January 2011
... Hogue    I’m Not Making This Up  205 value style and artifice. What could be more wonderful than the pleasure of creating or appreciating forms that are different, amazing, outlandish, use- less — ­the opposite of ordinary, everyday, pragmatic? Every child is blessed with an effortless ability...