This Article Full Text Full Text (PDF) All Versions of this Article: 0002831207311586v1 45/2/274    most recent Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Similar articles in ISI Web of Science Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Google Scholar Articles by Chubbuck, S. M. Articles by Zembylas, M. Social Bookmarking                   What's this?

The Emotional Ambivalence of Socially Just Teaching: A Case Study of a Novice Urban Schoolteacher

Marquette University

Michalinos Zembylas

Open University of Cyprus

The authors contend that studying emotional perspectives can facilitate understanding of the complexities of socially just teaching. They explore the intersection between emotions and socially just teaching via a case study of a White novice teacher at one urban school as she struggles to formulate socially just teaching practices. Drawing from feminist and critical theory, the authors propose the term critical emotional praxis to denote critical praxis informed by emotional resistance to unjust pedagogical systems and practices. The authors’ analysis may assist in the development of socially just teachers: First, emotions and their expression play an important, ongoing role in socially just teaching, and second, emotional negotiation related to socially just teaching can provide deeper understanding of possible change, perhaps even in counterresponse to wider social, political contexts of schools.

Key Words: emotion • socially just teaching • teacher education

CiteULike    Connotea    Del.icio.us    Digg    Reddit    Technorati    What's this?