‘I felt uncomfortable because I know what it can be’: The emotional geographies and implicit activisms of reflexive practices for early childhood teachers

Research output: Contribution to journalArticle

5 Downloads (Pure)

Abstract

Reflexivity is recognized as an important constituent in how teachers build their professional knowledge and develop their pedagogical practice. However, less is known about the function that emotions play in the reflexive process and how these emotions can act as a catalyst to mobilize action that can create spaces for small activisms. Implicit activisms are here understood to involve small-scale gestures, such as speaking against discrimination, that can support notions of social justice. In this article, a reading of emotions is undertaken to explore how emotions such as discomfort can influence the speed and type of reaction for an early childhood specialist teacher during peer-to-peer mentoring. The concept of emotional geography is used to understand the way emotions relate to the distancing of others in one teacher’s professional life and mobilize small-scale activism that can be interpreted as politically motivated.
Original languageEnglish
Pages (from-to)1-13
JournalContemporary Issues in Early Childhood
Early online date14 Oct 2018
DOIs
Publication statusE-pub ahead of print - 14 Oct 2018

Fingerprint

Geography
Emotions
emotion
childhood
geography
teacher
Gestures
Social Justice
reflexivity
mentoring
speaking
Reading
discrimination
justice

Keywords

  • emotional geography
  • implicit activism
  • peer-mentoring
  • reflexivity

Cite this

@article{fc41e801bf274293bc6c55580b0e83fa,
title = "‘I felt uncomfortable because I know what it can be’: The emotional geographies and implicit activisms of reflexive practices for early childhood teachers",
abstract = "Reflexivity is recognized as an important constituent in how teachers build their professional knowledge and develop their pedagogical practice. However, less is known about the function that emotions play in the reflexive process and how these emotions can act as a catalyst to mobilize action that can create spaces for small activisms. Implicit activisms are here understood to involve small-scale gestures, such as speaking against discrimination, that can support notions of social justice. In this article, a reading of emotions is undertaken to explore how emotions such as discomfort can influence the speed and type of reaction for an early childhood specialist teacher during peer-to-peer mentoring. The concept of emotional geography is used to understand the way emotions relate to the distancing of others in one teacher’s professional life and mobilize small-scale activism that can be interpreted as politically motivated.",
keywords = "emotional geography, implicit activism, peer-mentoring, reflexivity",
author = "Jo Albin-Clark",
year = "2018",
month = "10",
day = "14",
doi = "10.1177/1463949118805126",
language = "English",
pages = "1--13",
journal = "Contemporary Issues in Early Childhood",
issn = "1463-9491",
publisher = "Triangle Journals Ltd.",

}

TY - JOUR

T1 - ‘I felt uncomfortable because I know what it can be’: The emotional geographies and implicit activisms of reflexive practices for early childhood teachers

AU - Albin-Clark, Jo

PY - 2018/10/14

Y1 - 2018/10/14

N2 - Reflexivity is recognized as an important constituent in how teachers build their professional knowledge and develop their pedagogical practice. However, less is known about the function that emotions play in the reflexive process and how these emotions can act as a catalyst to mobilize action that can create spaces for small activisms. Implicit activisms are here understood to involve small-scale gestures, such as speaking against discrimination, that can support notions of social justice. In this article, a reading of emotions is undertaken to explore how emotions such as discomfort can influence the speed and type of reaction for an early childhood specialist teacher during peer-to-peer mentoring. The concept of emotional geography is used to understand the way emotions relate to the distancing of others in one teacher’s professional life and mobilize small-scale activism that can be interpreted as politically motivated.

AB - Reflexivity is recognized as an important constituent in how teachers build their professional knowledge and develop their pedagogical practice. However, less is known about the function that emotions play in the reflexive process and how these emotions can act as a catalyst to mobilize action that can create spaces for small activisms. Implicit activisms are here understood to involve small-scale gestures, such as speaking against discrimination, that can support notions of social justice. In this article, a reading of emotions is undertaken to explore how emotions such as discomfort can influence the speed and type of reaction for an early childhood specialist teacher during peer-to-peer mentoring. The concept of emotional geography is used to understand the way emotions relate to the distancing of others in one teacher’s professional life and mobilize small-scale activism that can be interpreted as politically motivated.

KW - emotional geography

KW - implicit activism

KW - peer-mentoring

KW - reflexivity

U2 - 10.1177/1463949118805126

DO - 10.1177/1463949118805126

M3 - Article

SP - 1

EP - 13

JO - Contemporary Issues in Early Childhood

JF - Contemporary Issues in Early Childhood

SN - 1463-9491

ER -