Several scholars in the field of English education advocate for student voice and emotion to take precedence in our English language arts (ELA) classrooms. Because emotions are inextricably tied to learning processes (Smagorinsky, 2017), we know that we cannot effectively teach English language arts unless we consider the affective components of our students’ educational experiences. When students are given opportunities to access the deepest parts of themselves, they can then begin to unpack their full potentials as critical readers, writers, and thinkers in the world. This piece provides several frameworks and strategies for teaching with affective advocacy in mind in the English language arts classroom and provides a space for classroom conversations to include the difficult emotions our students may be facing as well as a place to grow hope in our communities.
"Advocating for the Affective: Writing Hope into School Spaces,"
Language Arts Journal of Michigan:
2, Article 6.
Available at: https://doi.org/10.9707/2168-149X.2177