Abstract
This paper points out educational study is not only a pure macro-oriented focus such as analysis for policy and ideological formation; rather, it also must be in synchronicity with the actual socio-historical process and the baseline of everyday life in the micro level. Thus, this paper considers that emotional issues may be the good windows to inquire schoolteachers' everyday lives. First, this paper reviews relevant theories in multiple disciplines to systematically politicize emotions as an important site of educational research. Second, this paper emphasizes that to understand emotions are inscribed in culture and ideology, as embodied and situated. Finally, this paper's focus is not only on how social factors affect what schoolteacher feel, but also on how schoolteachers mobilize their to creation a condition for social transformation. That is, the ultimate purpose is to answer can one explain the possibility of resistance from an oppressed position through emotion mobilization? and to build up this model—the emotional requirement for subversive action: structure of feeling is an important social condition for intervention from anger to joyful/hopeful commitment to social transformation.
Highlights
Emotion as Microanalysis for Teachers’ Everyday LivesThere is not difficult to feel this dilemma: on the one hand, teachers are regularly maligned in public discourses of education reform; and on the other hand, many teachers’narratives such as action research or autobiography appeal against their oppressed lives in this situation
It’s crucial to focus on this contradictory emotion in the educational field: schoolteachers tend to welcome educational reform in the abstract level, but they develop euphemistic strategies to handle with this reform at the same time
Freire argues for an ethic of humanization, based on radical democratic political principles 13 and grounded in a rereading of humanist traditions (Aronowitz, 1993)
Summary
There is not difficult to feel this dilemma: on the one hand, teachers are regularly maligned in public discourses of education reform; and on the other hand, many teachers’. Some papers use certain narratives (like action research or autobiography) coming from schoolteachers’ voices to offer deep descriptions about teachers’ everyday lives. They point out that teachers were restrained by a number of rules and they cannot conduct real instruction autonomy. Chien (2005) uses teachers’ teaching journal writing on the Internet as an example to inquire the emotional issues of teacher-student interactions to understand how emotions influence teachers’ works and their life worlds He major finding includes: it is always with certain tensions between working in an institutionalized school and the teacher’s educational ideals. My ultimate purpose is to answer “can one explain the possibility of resistance from a oppressed position through emotion mobilization?”, and to build up this model—the emotional requirement for subversive action: “structure of feeling” is an important social condition for intervention from anger to joyful/hopeful commitment to social transformation
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