Abstract
In studies of learning, emotion is understood as an expression of affect separate from the mind and in need of discipline rather than constructed through language, culture, and power. This study focuses on emotion in a diverse urban classroom and explores, instead, how emotive interactions in a race-related discussion were mediated by texts, talk, and histories of participation. We theorize emotion as action linked to language and identity, and argue that emotion, when viewed as mediated action, offers a broader critical literacy. This critical literacy is deeply related to how students and teachers, as social actors, mobilize emotion to transform texts and signs, acts that are widely understood to be central to sociocultural and social semiotic concepts of learning, but are otherwise veiled in English classrooms.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 289-304 |
| Number of pages | 16 |
| Journal | Linguistics and Education |
| Volume | 24 |
| Issue number | 3 |
| DOIs | |
| State | Published - Sep 2013 |
Bibliographical note
Funding Information:We thank the Spencer Foundation for a grant supporting this research. We would like to express our deep gratitude to the students and teacher who shared their classroom, their time, and their insights with us. We also wish to thank Bic Ngo and the editors and external reviewers for their helpful responses to earlier versions of this article.
Copyright:
Copyright 2013 Elsevier B.V., All rights reserved.
Keywords
- Classroom discourse
- Emotion
- Identity
- Mediated discourse analysis
- Nexus analysis
- Race