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ERIC Number: EJ1113429
Record Type: Journal
Publication Date: 2016
Pages: 11
Abstractor: As Provided
ISSN: ISSN-1522-7502
Engaging a "Pedagogy of Discomfort": Emotion as Critical Inquiry in Community-Based Writing Courses
Prebel, Julie
Composition Forum, v34 Sum 2016
This article revisits the scholarship on emotion in composition studies and extends this work through a consideration of emotion in community-based writing courses. With examples from student reflection essays from one such course, Writing With the Community, I explore emotion as a generative aspect of the students' semester writing projects for community organizations. In particular, I examine students' emotional responses to their community work, which include empathy, shame, anger, and unease, as I argue that students' emotions were an effective means of attaining their writing goals and a necessary component of their desire for social action and justice. I also offer three concepts from education theorists--emotional scaffolding, encouraging students to inhabit an ambiguous self, and emotion as a mode of critical inquiry--which I develop as strategies for achieving common goals in community-based writing courses.
Association of Teachers of Advanced Composition. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California (Los Angeles)
Grant or Contract Numbers: N/A