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 language | English |
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Pages (from-to) | 20-32 |
Number of pages | 13 |
Journal | Contemporary Issues in Early Childhood |
Volume | 21 |
Issue number | 1 |
Early online date | 14 Oct 2018 |
DOIs | |
Publication status | Published - 1 Mar 2020 |
Keywords
- emotional geography
- implicit activism
- peer-mentoring
- reflexivity
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Dr JOANNE ALBIN-CLARK
- Early Years Education - Senior Lecturer in Early Years Education
Person: Academic