Abstract
In classes that address gender and sex, students are asked to understand the roles these categories play in systems of social stratification. Whether they are already highly conscious of the effects of these systems through extended personal experience, or are coming to a new awareness of social inequity through our classes, students can have a negative affective reaction to this course content, finding it overwhelming, disempowering, and depressing. Inspired by bell hooks’ version of a “pedagogy of hope,” this paper considers the affective elements of learning, addressing the difficulties students can face with the emotional impact of course material. It also discusses several teaching strategies intended to help move students beyond the emotional crisis by making agency and activism explicit elements of the learning process.
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