Emotional rules in two history classrooms

Abstract

Drawing on feminist and sociocultural theories of emotion that focus on the social, political, and dynamic nature of emotions in history teachers' pedagogical decision-making, this article presents findings from the analysis of interviews with two white teachers on the role of emotions in their teaching of history in comprehensive, urban high schools. While the teachers perceived that students’ emotional connection to historical content was a necessary step in learning history, each teacher negotiated different emotional rules in their classrooms, creating unique learning experiences for their students. This study demonstrates the significance of emotions in history teaching, providing examples of the complexity of how teachers navigate dominant discourses about students and education and their own personal goals when it comes to teaching about the past.