Journal article
Emotional rules in two history classrooms
Journal of social studies research, Vol.47(2), pp.108-119
2023
DOI: 10.1016/j.jssr.2022.04.003
Abstract
Drawing on feminist and sociocultural theories of emotion that focus on the social, political, and dynamic nature of emotions in history teachers' pedagogical decision-making, this article presents findings from the analysis of interviews with two white teachers on the role of emotions in their teaching of history in comprehensive, urban high schools. While the teachers perceived that students’ emotional connection to historical content was a necessary step in learning history, each teacher negotiated different emotional rules in their classrooms, creating unique learning experiences for their students. This study demonstrates the significance of emotions in history teaching, providing examples of the complexity of how teachers navigate dominant discourses about students and education and their own personal goals when it comes to teaching about the past.
Details
- Title: Subtitle
- Emotional rules in two history classrooms
- Creators
- Maia Sheppard - University of Iowa
- Resource Type
- Journal article
- Publication Details
- Journal of social studies research, Vol.47(2), pp.108-119
- Publisher
- Elsevier
- DOI
- 10.1016/j.jssr.2022.04.003
- ISSN
- 0885-985X
- eISSN
- 2352-2798
- Language
- English
- Electronic publication date
- 05/2022
- Date published
- 2023
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984371260502771
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