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Emotional Geographies of Teaching

by Andy Hargreaves - 2001

This paper introduces and develops a new idea in education and in social science-that of emotional geographies. The concept of emotional geographies is used to explain the nature of teachers' recollections of emotionally laden interactions with those around them. In the case of this particular paper, teachers' interactions with parents are the focal point of concern. Methodologically, the paper draws on a study of the emotions of teaching funded by the Social Science and Humanities Research Council of Canada. In the study, 53 teachers were interviewed in depth about a range of issues concerning the emotional aspects of teaching. Teachers were asked about what brought them into and kept them in teaching. They described the emotional impact of educational change and also of professional development experiences; and they discussed how their emotions and emotionality were affected by various aspects of their identity such as age, gender, and ethnocultural identification. Teachers were also invited to describe extended critical incidents of both positive and negative emotional encounters with four different parts of their role set-students, colleagues, administrators, and parents. The sample of teachers was drawn from 15 schools, with up to four teachers per school included. Schools and their principals were asked to identify a teacher sample including teachers of different genders, varying ages, different inclinations towards change, and, where possible, including at least one teacher from an ethnocultural minority. The sample included both elementary and secondary teachers. All interviews were tape recorded, transcribed, and analyzed in detail.

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Cite This Article as: Teachers College Record Volume 103 Number 6, 2001, p. 1056-1080
https://www.tcrecord.org ID Number: 10838, Date Accessed: 4/18/2021 2:39:50 AM

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About the Author
  • Andy Hargreaves
    University of Toronto
    E-mail Author
    Andy Hargreaves is Co-director of and Professor in the International Centre for Educational Change at the Ontario Institute for Studies in Education of the University of Toronto and is Professor in Residence, National College for School Leadership, University of Nottingham in England. Hargreaves is the author and editor of more than 20 books in the fields of teacher development, the culture of school, and educational reform.
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