Abstract

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.

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Additional Information

ISSN
1533-6255
Print ISSN
1531-4200
Pages
pp. 349-369
Launched on MUSE
2011-05-06
Open Access
No
Archive Status
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