Abstract
This paper examines the common features of emotion work among preschool and schoolteachers engaging with newly arrived children in comprehensive schools in Denmark. Using empirical data based on classroom observations and interviews in both mainstream classrooms and transitional classroom with newly arrived children, the analytical attention is on the situated practices of personal, social and professional feeling rules of engaging, and the causes, motivations and attitudes associated to these practices. The investigation is informed by a micro-sociological approach, and theoretically grounded in the Bolton and Boyd’s moving on from Hochschild’s concept of emotional labour to the notion of situated emotion work. The finding shows that the pedagogical work of emotion is framed by both the school’s approach to the distribution of students, and the varying situated feeling rules of engaging with newly arrived children.
| Originalsprog | Engelsk |
|---|---|
| Publikationsdato | 2019 |
| Status | Udgivet - 2019 |
| Begivenhed | Congrès International de L'AREF: Symposium: Regards croisés sur línclusion/exclusion des élèves migrants dan différents contextes scolaires nationaux - Campus Victoire , Bordeaux, Frankrig Varighed: 3 jul. 2019 → 5 jul. 2019 https://aref2019.sciencesconf.org |
Konference
| Konference | Congrès International de L'AREF |
|---|---|
| Lokation | Campus Victoire |
| Land/Område | Frankrig |
| By | Bordeaux |
| Periode | 03/07/2019 → 05/07/2019 |
| Internetadresse |
Emneord
- Det Humanistiske Fakultet
- Emotion work
- Feeling rules of engaging
- Newly arrived children
- Comprehensive schools in Denmark
- Micro-sociological approach