Emotion work and feeling rules of engaging with newly arrived children in comprehensive schools in Denmark

Bolette Moldenhawer

Emotion work and feeling rules of engaging with newly arrived children in comprehensive schools in Denmark

Institut for Kommunikation

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	https://aref2019.sciencesconf.org

Emneord

Det Humanistiske Fakultet
Emotion work
Feeling rules of engaging
Newly arrived children
Comprehensive schools in Denmark
Micro-sociological approach

Citationsformater

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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{\textquoteright}s moving on from Hochschild{\textquoteright}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{\textquoteright}s approach to the distribution of students, and the varying situated feeling rules of engaging with newly arrived children. ",

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N2 - 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.

AB - 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.

KW - Faculty of Humanities

KW - Emotion work

KW - Feeling rules of engaging

KW - Newly arrived children

KW - Comprehensive schools in Denmark

KW - Micro-sociological approach

M3 - Conference abstract for conference

T2 - Congrès International de L'AREF

Y2 - 3 July 2019 through 5 July 2019

ER -