Book 

 Feeling Power: Emotions and Education (1998)

Megan Boler: A Pedagogy of Discomfort
Dwelling in the Discomfort in most humanities courses, students are challenged to subject their own self-image, beliefs, and values to investigation. This self-reflection lends itself to emotional resistance in the form of "defensive anger," "fear of change," and "fears of losing our personal and cultural identities" (Boler 176). As Stenberg and Winans both observe, emotion has the potential to derail critical inquiry when not treated correctly, particularly in courses that focus on racism, sexism, and other forms of inequality.
    
What do we--educators and students--stand to gain by engaging in the discomforting process of questioning cherished beliefs and assumptions?
Instead of ignoring or quelling these emotioned responses/meanings in the classroom, Boler argues that teachers should encourage their students to explore what insights are to be had in the space between their emotions and their beliefs. Hence her phrase, a pedagogy of discomfort. Boler argues that dwelling in this discomfort creates a space for students to become ambiguous selves--to distance their identities from their moral investments enough to enable productive, fair, inquiry into their values and beliefs without slipping into defensive anger, blame, or guilt. Although "living with ambiguity is discomforting," it is necessary for people to become aware how they see the world and also to change it (196).
 

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