Affect and Social Justice Pedagogy
           Susan Adams Delaney, Ithaca College, NY
           Kelly Concannon Mannise, Nova Southeastern University

Challenged by “inappropriate” language use, we developed writing assignments and activities to 
encourage critical reflection, but were unprepared for our own emotional responses. In this article, 
we draw on theories of emotions and affect in order to better understand our experiences, and call 
for greater reflexivity in the development of a social justice writing pedagogy.
		Academic Exchange Quarterly Spring 2011: Volume 15, Issue 1  
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