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Changing English
Studies in Culture and Education
Volume 18, 2011 - Issue 3: The Rhetorics of English in Education
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Articles

Mobilizing Emotion in an Urban English Classroom

Cynthia Lewis Department of Curriculum & Instruction, University of Minnesota, Minneapolis, USACorrespondence[email protected]
&
Jessica Dockter Tierney Department of Curriculum & Instruction, University of Minnesota, Minneapolis, USA
Pages 319-329 | Published online: 20 Sep 2011

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Francheska D. Starks. (2023) From critical to extraordinary: a narrative analysis of a black woman educators’ extraordinary literacies. International Journal of Qualitative Studies in Education 36:7, pages 1266-1284.
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Alyssa D. Niccolini. (2016) Terror(ism) in the classroom: censorship, affect and uncivil bodies. International Journal of Qualitative Studies in Education 29:7, pages 893-910.
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Anwar Ahmed. (2016) Why critical literacy should turn to ‘the affective turn’: making a case for critical affective literacy. Discourse: Studies in the Cultural Politics of Education 37:3, pages 381-396.
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Sarah Levine & William Horton. (2015) Helping High School Students Read Like Experts: Affective Evaluation, Salience, and Literary Interpretation. Cognition and Instruction 33:2, pages 125-153.
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Íris Susana Pires Pereira & Ângela Campos. (2014) Turning Ideologies Inside Out: Developing Young Readers’ Empathy for Critical Voices in Narrative Fiction. Changing English 21:4, pages 359-370.
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Gay Ivey & Peter H. Johnston. (2015) Engaged Reading as a Collaborative Transformative Practice. Journal of Literacy Research 47:3, pages 297-327.
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Cynthia Lewis & Jessica Dockter Tierney. (2013) Mobilizing emotion in an urban classroom: Producing identities and transforming signs in a race-related discussion. Linguistics and Education 24:3, pages 289-304.
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