Narrating Anger
Conceptualisations and Representations of Children's Anger in Programmes for Social and Emotional Learning
Bibliographic Data
| ID | 12928813 |
|---|---|
| Authors | Åsa Bartholdsson (corresponding author) |
| Year | 2014 |
| Volume | 6 |
| Issue | 3 |
| Pages | 295-306 |
| Publication date | 2014-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Power and Education (JOURNAL) |
| Journal identifiers | ISSN: 1757-7438 • E-ISSN: 1757-7438 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.2304/power.2014.6.3.295 |
| OpenAlex | W2169817875 |
| Language | EN |
| Citations received | 4 |
| References cited | 25 |
This article offers a critical investigation into the conceptualisation and the representations of anger in manual-based programmes for social and emotional training used in a Swedish preschool group and in a preschool class. The study is based on participant observation and analysis of programme materials (teachers' manuals, materials for exercises, children's workbooks) used in these settings. Anger is hyper-cognised in the programmes, highlighted as a destructive emotion which needs to be under control. It is argued here that the examples of anger presented in the programmes, and the narratives of anger which are positively sanctioned by teachers in exercises, appear as adult representations of children's anger rather than reflecting children's own experiences of being angry. The anger (situations) proposed in the programmes thus become models for real-life experiences, rather than models of real-life experiences. The situations proposed by the programme constructors and the teachers become general representations into which the children are expected to organise their personal experiences. The aim of the exercises dealing with anger is not about understanding why anger occurs in some situations, but to identify situations where children need to be in control. Real life experiences of anger do not match the provided conceptualisations and representations of anger and actually undermine the aim of the exercises, which is to shape self-regulating institutional persons who do not challenge the prevailing social order
Anger · Anger management · Class (philosophy · Control (management · Developmental psychology · Narrative · Early Childhood Education and Development · Innovative Education and Learning Practices · Psychology · Social Psychology · Teacher Education and Leadership Studies
Neuroscience and emotional labour of teachers in a Norwegian kindergarten
Students’ reproduction and transformation of norms incorporated into a programme for social and emotional learning
When there is a book to stick to”
Students’ views of factors affecting their bystander behaviors in response to school bullying
Saving the Modern Soul
The Dangerous Rise of Therapeutic Education
Risk anxiety and the social construction of childhood
The Interpretation of Cultures
Culture theory
Discipline and Punish
Powers of Freedom
Emotion (or Life, the Universe, Everything)
The Promise of Happiness
Cultivating the socially competent body
Handling Hard-to-Manage Behaviours in Pre-School Provision
Can We Teach Justified Anger
From emotional and psychological well-being to character education
Becoming a problem
Inventing Ourselves
Women, Culture and Society
Emotional Style
Emotion, Thought, and Estrangement
Meaning and Feeling in the Anthropology of Emotions
Emotion Work, Feeling Rules, and Social Structure
| Unique citing works | 4 |
|---|---|
| Citations per year | 0,4 |
| Citation span | 2016 - 2025 (10) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 4 |