Affiliation:
1. Edge Hill University, UK
Abstract
Reflexivity is recognized as an important constituent in how teachers build their professional knowledge and develop their pedagogical practice. However, less is known about the function that emotions play in the reflexive process and how these emotions can act as a catalyst to mobilize action that can create spaces for small activisms. Implicit activisms are here understood to involve small-scale gestures, such as speaking against discrimination, that can support notions of social justice. In this article, a reading of emotions is undertaken to explore how emotions such as discomfort can influence the speed and type of reaction for an early childhood specialist teacher during peer-to-peer mentoring. The concept of emotional geography is used to understand the way emotions relate to the distancing of others in one teacher’s professional life and mobilize small-scale activism that can be interpreted as politically motivated.
Funder
National College of Teaching and Learning
Subject
Developmental and Educational Psychology,Education
Reference46 articles.
1. Collective Feelings
2. Albin-Clark J, Ellis J, Lucas T, Cain T (2016) Primary Alliance for Learning, the Teaching School at St Bede CE Primary Academy Early Years Mentoring Project. Report Edge Hill University, Ormskirk, September.
3. Doing Narrative Research
4. The Reflexive Imperative in Late Modernity
Cited by
8 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献