Emotions Journal Article Curation
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Inclusive and Exclusive Educational Change: Emotional Responses of Teachers and Implications for Leadership
Hargreaves, A. (2004). Inclusive and Exclusive Educational Change: Emotional Responses of Teachers and Implications for Leadership. School Leadership & Management, 24, 287-309. LEARN MORE
This article reports research results concerning one of the most important areas of leadership theory and practice, educational change and its impact upon teachers. Drawing on individual interviews with 50 varied teachers in 15 Canadian elementary and secondary schools, as well as supplementary focus groups, the article analyses teacher's emotional responses to educational change. The paper finds that while teachers report having largely positive emotional experiences of self-initiated change and predominantly negative ones concerning mandated change, almost half the examples of self-initiated change that are cited actually have a legislated, mandated origin. More important for the experience and management of change, therefore, is not so much whether change is external or internal in its source, but whether it is inclusive or exclusive in its design and conduct. Implications of this analysis are drawn for educational leadership at the school and system levels. |
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The Emotional Geographies of Teaching
Hargreaves, A. (2001) The Emotional Geographies of Teaching. Teachers' College Record, 103(6), 1056-1080 LEARN MORE
This paper introduces a new concept in educational research and social science: that of emotional geographies. Emotional geographies describe the patterns of closeness and distance in human interactions that shape the emotions we experience about relationships to ourselves, each other, and the world around us. Drawing on an interview-based study of 53 elementary and secondary teachers, the paper describes five emotional geographies of teacher-parent interactions—sociocultural, moral, professional, physical, and political—and their consequences. |
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Mixed Emotions: Teachers' Perceptions of their Interactions with Students
Hargreaves, A. (2000) Mixed Emotions: Teachers' Perceptions of their Interactions with Students. Teaching and Teacher Education, 16, June 811-826 LEARN MORE
This paper describes the conceptual framework, methodology, and some results from a project on the Emotions of Teaching and Educational Change. It introduces the concepts of emotional intelligence, emotional labor, emotional understanding and emotional geographies. Drawing on interviews with 53 teachers in 15 schools, the paper then describes key differences in the emotional geographies of elementary and secondary teaching. Elementary teaching is characterized by physical and professional closeness which creates greater emotional intensity; but in ambivalent conditions of classroom power, where intensity is sometimes negative. Secondary teaching is characterized by greater professional and physical distance leading teachers to treat emotions as intrusions in the classroom. This distance, the paper argues, threatens the basic forms of emotional understanding on which high-quality teaching and learning depend. |