The emotional geographies of education: Beginning a conversation

Emotions and Casual Teachers: Implications of the Precariat for Initial Teacher Education

“…Methods for researching emotions have not been addressed in any comprehensive way to date (Kenway & Youdell, 2011). Through Kenway and Youdell's research, we were introduced us to Boler's (1999) work as the stimulus to other studies.…”

“…Although research that connects teaching with emotions is comparatively new, its influence is growing in importance (Hargreaves, 2000;Hastings, 2008;Johnson et al, 2005;Kenway & Youdell, 2011;Lasky, 2005;Uitto, Jokikokko & Estola, 2015). Prior to 1996, studies featuring emotions and teaching were often overlooked, in light of education being regarded as a more cognitive process (Hargreaves, 2001;Lasky, 2005;Sutton & Wheatley, 2003).…”

“…For instance, frustration may be seen as more appropriate or socially acceptable within the context of schools, rather than anger (Schutz, 2014). Not containing and subduing some negative emotions, like anger, can be viewed as a teacher 'losing it' by the students or exceeding what is rational (Kenway & Youdell, 2011) by the executive, colleagues and parents/carers. Interestingly, Zembylas (2007, p. 15) points out that anger can be recognised as political and is "central to the exercise of power relations in the classroom".…”

“…Prior to 1996, studies featuring emotions and teaching were often overlooked, in light of education being regarded as a more cognitive process (Hargreaves, 2001;Lasky, 2005;Sutton & Wheatley, 2003). As Kenway and Youdell (2011) Until recently, educational discourse has tended to "center rationality and foreclose emotions" (Kenway & Youdell, 2011, p.132). Yet, as four teacher educators, we know from personal experience that teachers shed tears in staffrooms following frustrating and demanding lessons.…”

Introduction: Geographies, Histories and Practices of Informal Education

“…In one, Cook and Hemming (2011) curate a collection of papers on the multisensuous, embodied dynamics of education spaces -from the evocative sounds of a primary school corridor (Gallagher, 2011) to the disruptive aesthetic potential presented by the reorganisation of common design conventions in Higher Education classrooms (Lambert, 2011). In the second, Kenway and Youdell (2011) attend to some of the multiple intersections between emotion and educational spaces -from how 'emotional geographies are manifest in the formation and maintenance of particular racialisation and ethnicisation processes within a multicultural primary school' (Zembylas, 2011, p.151) to the production of feelings of alienation among young people excluded from mainstream school spaces (Nairn and Higgins, 2011). As we highlighted in the previous section, definitions of informal education highlight the importance of both interpersonal relationships and carefully managed situations, through which feelings such as trust, comfort and affection may emerge.…”