Search results for: Winans Amy E.

Drawing on writing from a first-year composition class, this paper examines how White students approach racial literacy in a segregated, rural college setting in the United States. The author argues for the importance of understanding how emotions inform and propel students' responses to what the author believes needs to be understood as the ethical challenge of racial literacy. The author concludes that we should develop a critical vocabulary for analyzing emotions in our classrooms and that we need to develop new strategies for addressing the embodied nature of emotion and belief.