Whiteness, anger, and anti-racist pedagogy: toward a raced theory of emotion

Earle, Christopher, author
Langstraat, Lisa, advisor
Jacobi, Tobi, advisor
Browne, Kate, committee member
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This thesis examines the political and rhetorical functions of white racial anger in the anti-racist first-year composition course. Elizabeth Spelman poses a generative question: "[w]hy has anger been appropriated by and for dominant group or beings when in so many other ways emotions are thought to be the province of subordinate groups?" (264). Further, this thesis questions why the anger of white men has become so common and persuasive in and through racial discourses? To address these questions and to explore pedagogical strategies to address white racial anger in the anti-racist composition classroom, this thesis seeks to investigate and build upon the connections and overlaps (or gaps) between anti-racist pedagogy and critical emotion studies.
2010 Summer.
Includes bibliographic references (pages 97-105).
Covers not scanned.
Print version deaccessioned 2022.
Rights Access
English language -- Rhetoric -- Study and teaching (Higher)
Anti-racism -- Study and teaching (Higher) -- United States
White people -- Race identity -- Study and teaching -- United States
Racism in language
Associated Publications