New Jersey English Journal
Document Type
Article
Abstract
This article presents an argument for integrating affective inquiry into the curriculum. Affective inquiry is envisioned as a methodology through which students a) interrogate their emotional responses to social/textual phenomena and b) analyze emotions as social constructs. Practical examples demonstrating how affective inquiry supports students’ literary reading are provided.
Recommended Citation
Kelley, Brian
(2021)
"An Argument for Affective Inquiry,"
New Jersey English Journal: Vol. 10, Article 9.
Available at:
https://digitalcommons.montclair.edu/nj-english-journal/vol10/iss2021/9
Included in
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Language and Literacy Education Commons, Scholarship of Teaching and Learning Commons