Seville, Lauren, authorLamanna, Carrie, advisorAnderson, Karrin Vasby, committee memberSloane, Sarah, committee member2007-01-032007-01-032010http://hdl.handle.net/10217/39252Department Head: Bruce A. Ronda."Initiating the Discussion between Emotion Studies and Critical Media Pedagogy" addresses the problematic absence of emotion studies (also referred to as affective theory) in the realm of multiliteracy in the field of Rhetoric and Composition. Specifically, I argue for emotion studies' incorporation within the narrowed multiliteracy facet of critical media pedagogy because of the latter's explicit objective that "education must meet the dual challenges of teaching media literacy in a multicultural society and sensitizing students and publics to the inequalities and injustices of a society based on gender, race, and class inequalities and discrimination" (Kellner 158). I argue that critical media pedagogy is one of the most crucial areas emotions studies should meet with because of its objectives, which largely imply affective shifts taking place ("sensitizing" and "empowering" students) while relying on traditional critical literacy methods that have no concern for emotion. Additionally, because of critical media pedagogy's malleable tendencies and willingness to grow and change, it is a prime facet of multiliteracy to begin this discussion.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.Text