"Feeling Lore": The "Problem" of Emotion in the Practice of Teaching

Autor/in	Wenger, Christy I.
Titel	"Feeling Lore": The "Problem" of Emotion in the Practice of Teaching
Quelle	In: English Teaching: Practice and Critique, 10 (2011) 3, S.45-59 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1175-8708
Schlagwörter	Scholarship; College Instruction; Learning; Writing Instruction; Teaching Methods; Psychological Patterns; Authors; Writing (Composition); Emotional Response; Teacher Student Relationship; Classroom Environment; Negative Attitudes; College Students; Self Concept + Suchen Sie Ihr Suchwort? Scholarships; Stipendium; Hochschullehre; Lernen; Schreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Author; Autor; Autorin; Schreibübung; Emotionales Verhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassenklima; Unterrichtsklima; Negative Fixierung; Collegestudent; Selbstkonzept
Abstract	This paper investigates the current dismissal of feeling from teaching and learning in the college composition classroom. Drawing on the teaching experiences and the concept of lore, it argues that the practices and pedagogies of composition studies continue to produce a division between reason and emotion, denying the body's epistemic potential. In order to revalue students' emoting bodies and to authorise felt knowledge, it argues that we should bring the liveable theory of embodied writing pedagogies to bear on the field of composition studies. These pedagogies offer instructors and students alternative ways of thinking and being in the writing classroom and beyond. (Contains 10 footnotes.) (As Provided).
Anmerkungen	Wilf Malcolm Institute for Educational Research, University of Waikato. PB 3105, Hamilton, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: http://education.waikato.ac.nz/research/journal/index.php?id=1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10