Trusting relationships and emotional epistemologies:1 a foundational leadership issue

Beatty, Brenda Ruth; Brew, Christine

doi:10.1080/1363243042000266954

Cited by 63 publications

(47 citation statements)

References 25 publications

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“…In our study, teachers' spaces for coping reflected their attempts to adapt the reforms in ways that were consistent with their own moral values and concerns, and yet that limited their own frustration, anxiety, annoyance, and related stress in response to the proposed changes. The findings of this study add support to the research which suggests that the personal, social and emotional aspects of change have substantial effects on classroom practice and reform efforts (Beatty & Brew, 2004;Hargreaves, 2001a, b;Little, 1996Little, , 2000Nias, 1999a, b). These findings are not so unusual; however, it seems that these aspects of change need to be directly addressed in schools undergoing reform, because stressed and unhappy teachers can subvert reform efforts in unexpected ways (Datnow, 1998;Datnow & Castellano, 2000).…”

Section: Discussionsupporting

confidence: 73%

“…Both Hargreaves' ''emotional geographies'' and Spillane's ''zones of enactment'' offer important contributions to discourses on educational reform: they emphasize the (positive or negative) ''emotional labor'' (Hochschild, 1983) involved in teachers' efforts to cope with change as well as the need that teachers' emotional responses must be considered when reform efforts are undertaken. More recently, Beatty and Brew (2004) have also examined how emotional epistemologies address the power of connecting with self and others in emotional meaning making, which may very well underlie ''emotional geographies'' and ''zones of enactment.' ' We want to build on this work and conceptualize a term which we believe captures more specifically the collection of teachers' efforts and practices to deal with the emotional aspects of educational reform.…”

Section: Spatiality and Emotionalitymentioning

confidence: 99%

“…The idea of ''spaces for coping'' is important in this paper as an overarching concept, because it helps us to identify the intersection between individual experience and social power relations (Beatty & Brew, 2004;hooks, 1991). In other words, spaces for coping are places where it is possible to explore how people's emotional responses are socially and politically contextualized (Kelchtermans, 2005;Zembylas, 2005).…”

Section: Introductionmentioning

confidence: 99%

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Teachers’ spaces for coping with change in the context of a reform effort

Zembylas

Barker

2007

J Educ Change

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In this paper, we are interested in the emotional responses of teachers in the context of a reform effort, and our study is oriented toward describing the significance of these responses with respect to the space teachers create to deal with reform in their school. Our interest for educational reform incorporates and builds on the work of spatial theories and theories of emotions in education, and most notably the work of Andy Hargreaves whose conceptualization of ''emotional geographies'' provides an insightful link between emotion and space. This is done through a 2-year ethnographic study with six teachers that were involved in science program restructuring in their school. In this study, we explore three aspects of the spaces for coping with change that were created by this group of elementary teachers: (1) time and space as sources of social and emotional support; (2) teacher collegiality and trust; and (3) teachers' moral values and concerns. Finally, this paper explores the implications for practice and policy from the development of spaces for teachers to process their feelings about change.

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Section: Discussionsupporting

confidence: 73%

Section: Spatiality and Emotionalitymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Teachers’ spaces for coping with change in the context of a reform effort

Zembylas

Barker

2007

J Educ Change

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“…Perhaps breaking the silence on emotions could help leaders become emotionally prepared to lead change in themselves and others. My work with educational leaders in Texas (Beatty and Brew 2004), Australia (Beatty 2006(Beatty , 2007a(Beatty , b, 2009a(Beatty , b, 2011Beatty and Gurr 2009;Beatty and Riley 2008), and in Canada (Beatty 2000a, b;Leithwood and Beatty 2008) confirms that emotion holds a key.…”

mentioning

confidence: 50%

From crayons to perfume: Getting beyond contrived collegiality

Beatty

2011

J Educ Change

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Based on reflections from over a decade of research, scholarship, and programmatic applications, this article provides evidence of impact from the work of Professor Andy Hargreaves with a specific focus on his concept of contrived collegiality. Explorations into matters of emotion provided an entry point through which the author has addressed the potential for overcoming patterns of contrived collegiality. Early research resulted in a theoretical framework of emotional epistemologies which has been foundational to the design and delivery of professional development and master's degree programs as well as further research into the evidence of impact from this approach to leadership development. The engagement with emotional meaning making, when treated as a way of building trust and developing collaborative learning communities, has proven a good match for the otherwise relatively contrived collegiality that Professor Hargreaves identified. Professor Hargreaves' contributions to the author's journey are a feature of the piece.

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“…It is now evident that emotion work is increasingly demanded of workers in capitalist, post-industrial societies where progress and success depend more on a capacity to manage people, relationships, and personal feelings than to manage things. Emotional labour, defined by Hochschild as "the silent work of evoking and suppressing feeling-in ourselves and in others" (1993, p. 333), is a high demand of those who work in schools and of those required to bring about change in institutions such as education (Beatty & Brew, 2004;Blackmore, 2010d;Connell, 2009).…”

Section: Emotion Work: Arlie Hochschildmentioning

confidence: 99%

Exploring the gendered hearts, minds, and work of literacy leadership through Queensland’s Literate Futures reform

Bishop¹

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This thesis, an investigation of gender and emotion within the context of literacy reform, began as an investigation of Literate Futures; an initiative introduced at the beginning of the new millennium, as part of a more broadly based attempt at reforming schooling in Queensland. In this study I explore how gender and emotion were implicated in different aspects of the literacy reform process -from designing the policy and approach, to developing resources, to implementing new practices based on new understandings in schools. These factors are routinely ignored, hidden or neglected by theorists and researchers of reform policies and practices. Through this study I am seeking to further understandings of the relationship between gender, emotion and subjectivity; to explore emotion as both a source of power, and a site for awareness-raising in terms of social justice; and to establish the need for recognition to be given to the gendered demands of emotion work in education.As emotion and emotion work emerged as crucial aspects of the study, the focus turned to the emotion work demanded particularly of professional women who undertook leadership roles during this period of major change. The understandings of emotion that inform my thesis derive from the works of Arlie Hochschild and MeganBoler. Hochschild argued that links exist among social structure, feeling rules, emotion management and emotive experience, and that because emotion is shaped by societal rules, emotions become the focus of personal and social management.Emotional labour, Hochschild explained, is silent work that involves evoking and suppressing feelings in one's self and in others. Boler also supports the notion that emotions are integrally linked to culture, social class, race and gender, but further argues that, although similar patterns of gendered rules of emotion exist across cultures and ethnic groups, dominant cultures apply inconsistent norms and rules to different communities. Thus, as emotions are a site of social control, they constitute a mode of resistance to dominant cultural norms such as the imposition of authority.Boler argues that the dominant discourses of emotion that have controlled and shaped society are moral/religious, scientific/medical and the rational discourse of emotion. 3My thesis, based in feminist poststructuralism, critiques the power inherent in the irreconcilable dualisms that, from the time of the Enlightment, have aligned emotion with the feminine and as the binary opposite of rationalism. These dualisms, naturalised in patriarchal societies, permeated the development and implementation process. Because dualistic thinking positions men as leaders and women as workers, the reform context failed to recognise and reward the essential work done by women.Thus gendered binaries served to sustain the hegemonic masculinity of the bureaucracy and failed to give recognition to emotion or emotion work.The methodology and data analysis are situated within a specific qualitative approach to research defined by Kambe...

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Trusting relationships and emotional epistemologies:1 a foundational leadership issue

Cited by 63 publications

References 25 publications

Teachers’ spaces for coping with change in the context of a reform effort

Teachers’ spaces for coping with change in the context of a reform effort

From crayons to perfume: Getting beyond contrived collegiality

Exploring the gendered hearts, minds, and work of literacy leadership through Queensland’s Literate Futures reform

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