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Inclusion, equality and diversity: Emotions in the school environment

Sheffield University

Lisa Procter

on 28 July 2016

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Transcript of Inclusion, equality and diversity: Emotions in the school environment

Inclusion, equality and diversity: Emotions in the school environment
Lisa Procter

positively express the value of the subject
adopt evaluative criteria that seem 'credible' to the subject
make visible 'new' or 'special' achievements
Space as socially produced (Lefebvre 2012)
The self is dependent on social recognition
(Goffman 1990, Scheff and Retzinger 2001)
Space and Ideology
(Honneth 2012)
Perceived space (spatial practice)
'The spatial practice of a society secretes that society's space... it produces it slowly and surely as it masters and appropriates it' (pg. 38).
Conceived space (representations of space)
'The space of scientists ... all of whom identify what is lived and what is perceived with what is conceived... This is the dominant space in any society (or mode of production)' (pg. 38-39).
Lived space (representational spaces)
'This is the dominated ... space, which the imagination seeks to change and appropriate. It overlays physical space making symbolic use of of its objects' (pg. 39).
Ideological Forms of Recognition
Goffman, E. 1990.
The Presentation of Self in Everyday Life
. London: Penguin Books
Honneth, A. 2012.
The I in We.
Cambridge: Polity Press
Lefbvre, H. 2012.
The Production of Space.
Oxford: Blackwells Publishing
Scheff, T. and S. Retzinger. 2001.
Emotions and Violence: Shame and Rage in Destructive Conflicts.
Lincoln: iUniverse, Ltd
Hocschild, A. 2003.
The Managed Heart: Commercialization of Human Feeling
. California: University of California press
Davidson, J. Bondi, L. Smith, M. 2007.
Emotional Geographies
. Hampshire, UK: Ashgate

Session Aims:
an increased understanding of the relationship between emotion and power in school settings
examined the above in relation to your own experiences of education, in order to make links between theory and practice
an increased awareness of the ways that education policy and practice attends to children’s emotions and the effects of this upon children
critically engage with the discourses of emotion in schools and the implications for issues of inclusion, equality and diversity
Social Recognition and Identity
‘by promising social recognition for the subjective demonstration of certain abilities, needs and desires, [subjects] engender a willingness to adopt practices and modes of comportment that suit the reproduction of social domination’ (Honneth 2012, p. 90)
Consider Sarah's story:
What do you think is going on here?

Can you identify differences between performed and lived emotions within your practice?
As you listen to the story make one-word notes about how you're feeling
Create an ending to 'The Incredible Boy'
Consider the role that space can play in supporting children's emotions to be recognised and valued.
Surface acting
Deep acting
Gift exchange
Emotion work
Emotional labour
Read pg. 21-23 of Colley, Helen. 2006. Learning to Labour with Feeling: class, gender and emotion in childcare education and training. Contemporary Issues in Early Childhood 7 (1): 15-29.
Discuss how, if at all, these accounts relate to your own experiences of learning to manage your feelings as part of your early years practice?
Reflecting on our experiences
Why is this important?
Children's emotions and emotionality is predominantly represented in personal, psychological and individual ways

A geographical view of children's emotion helps us to understand that emotions are shaped by the contexts that children are situated within

In addition, this field helps us to understand how all interaction with people and with the world is emotionally textured

These studies are important in changing how we talk about emotions, moving beyond an individualised narrative
What are emotional geographies?
Emotional geographies describe the patterns of closeness and distance in human interactions that shape the emotions that we experience about relationships to ourselves, each other and the word around us (Hargreaves, 2001, pg. 1056)

Emotional geographies bridge material and immaterial worlds and the past, present and future:
Emotions have 'imaginary geographies' (Shields, 1991)

Emotional geographies are actively shaped by people and at the same time structured by context
Emotions are at once personal, relational and situated
How can we engage with emotional geographies?
Think about a journey you have taken recently
Can you create a map of your journey
Highlight moments of emotional intensity
In pairs, discuss the significance of the moments of emotional intensity. Here are some questions you might find helpful:
What is the social and cultural context of your felt experience?
How are your emotional responses related to your own biographies?
In what ways your emotional responses reflective of the meanings that you attach to the situation?
How are your emotional responses changing the meanings that you might take away?
How can we recognising children’s emotional and embodied experiences as important to their meaning making?
In Conclusion...
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