Earle, Christopher, authorLangstraat, Lisa, advisorJacobi, Tobi, advisorBrowne, Kate, committee member2022-04-152022-04-152010https://hdl.handle.net/10217/234701Covers not scanned.Print version deaccessioned 2022.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.masters thesesengCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.English language -- Rhetoric -- Study and teaching (Higher)Anti-racism -- Study and teaching (Higher) -- United StatesWhite people -- Race identity -- Study and teaching -- United StatesRacism in languageText