Class Affects, Classroom Affectations: Working through the Paradoxes of Strategic Empathy

By Julie Lindquist. College English, 2004

107 citations recorded by the source corpus.

The essay considers how teachers might perform emotional engagements that students find authentic and valuable within scenes of literacy instruction, suggesting that instructors’ “acting” of affect might be needed to forestall the tendency for instructors either to retain a position outside the affect generated in the classroom and merely “manage” the affective work done by students, or to impose their own affective commitments on students’ inquiry. Such a pedagogy might enable students, and particularly working-class students, to locate their own affectively structured experiences of class within more integrated understandings of social structures and identity formation.

Subfields: Social Psychology

View Paper: https://www.semanticscholar.org/paper/e3fb63ac02436a5457e42ee8b4a07795c0af4414

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In Social Psychology

Citations in the corpus

Pedagogies of discomfort and empathy in multicultural teacher education (2017, background): “The present study documents our efforts to approach a series of teacher workshops we designed on anti-racist and multicultural education from the perspectives of a ‘pedagogy of discomfort’ (Boler 1999, 2004a, 2004b; Boler and Zembylas 2003; Zembylas and Boler 2002) and a ‘pedagogy of empathy’ (Lindq”
‘When saying you care is not really caring’: emotions of disgust, whiteness ideology, and teacher education (2014, background): “…and multifaceted challenges that have been pointed out about the disguise of disgust into caring and how teacher educators could respond strategically and productively, here we want to build on what Lindquist (2004) calls ‘strategic empathy’ as a pedagogical strategy to respond to these incidents.”
Critical pedagogy and emotion: working through ‘troubled knowledge’ in posttraumatic contexts (2013, background): “Lindquist (2004) also questions whether critical pedagogy works to produce a new affective life and culture that takes into careful consideration the deep emotional structures of faith from which critical pedagogy itself works.”
Making sense of the complex entanglement between emotion and pedagogy: contributions of the affective turn (2016, background): “…conllevan hacer lugar para una comprensión de la pedagogía con más matices, un proceso que puede darse gracias a “una pedagogía de desempeño estratégico, en la que los docentes trabajan para posicionarse tácticamente como conducto de las respuestas afectivas de sus alumnos” (Lindquist, 2004: 189).”
Pedagogies of strategic empathy: navigating through the emotional complexities of anti-racism in higher education (2012, background): “Vol. 17, No. 2, April 2012, 113 125 ISSN 1356-2517 print/ISSN 1470-1294 online # 2012 Taylor & Francis http://dx.doi.org/10.1080/13562517.2011.611869 http://www.tandfonline.com position ourselves ‘as conduits for students’ affective responses’ (Lindquist 2004, 189).”