Teaching Grenfell
The Role of Emotions in Teaching and Learning for Social Change
Bibliographic Data
| ID | 2323069 |
|---|---|
| Authors | L Connelly (0000-0002-9564-9106, University of Salford, corresponding author), Remi Joseph-Salisbury (0000-0003-1608-1477, University of Manchester), Remi Joseph–salisbury (0000-0003-4668-2679, University of Manchester) |
| Year | 2019 |
| Volume | 53 |
| Issue | 6 |
| Pages | 1026-1042 |
| Publication date | 2019-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Sociology (JOURNAL) |
| Journal identifiers | ISSN: 0038-0385 • E-ISSN: 1469-8684 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0038038519841826 |
| OpenAlex | W2930722023 |
| Language | EN |
| Citations received | 11 |
| References cited | 30 |
Although literature on the role of emotions in teaching and learning is growing, little consideration has been given to the university context, particularly from a sociological perspective. This article draws upon the online survey responses of 24 students who attended sociological classes on the Grenfell Tower fire, to explore the role emotions play in teaching that seeks to politicise learners and agitate for social change. Contributing to understandings of pedagogies of 'discomfort' and 'hope', we argue that discomforting emotions, when channelled in directions that challenge inequality, have socially transformative potential. Introducing the concept of bounded social change, however, we demonstrate how the neoliberalisation of Higher Education threatens to limit capacity for social change. In so doing, we cast teaching as central to the discipline of sociology and suggest that the creation of positive social change should be the fundamental task of sociological teaching
Context (archaeology) · Epistemology · Pedagogy · Perspective (graphical) · Political science · Social change · Social science · Sociological imagination · Sociology · Transformative learning · Critical and Liberation Pedagogy · Critical Race Theory in Education · Innovative Teaching Methodologies in Social Sciences
Teaching sociology in higher education
Teaching for social change
Metamodern sensibilities
Towards an antiracist scholar-activist pedagogy
Constructing an empathy education system
Resilience, advocacy and scholar-activism
Dear British politics—where is the race and racism
What Do We Know About Black and Minority Ethnic (Bame) Participation in UK Higher Education
Artificial intelligence-related anomies and predictive policing
The reemergence of Engels’ concept of social murder in response to growing social and health inequalities
Encountering Social Inequalities through Productive Unsettling
Willful Subjects
The Cultural Politics of Emotion
On Critical Pedagogy
The Politics of Education
Measuring Teachers’ enjoyment, anger, and anxiety
Relations between teachers’ emotions in teaching and their approaches to teaching in higher education
Assessing Teacher Appraisals and Stress in the Classroom
Queer Theory in Education
The sociology classroom as a pedagogical site of discomfort
The Cultural Politics of Emotion
Teachers' Emotions and Teaching
Pedagogy of discomfort’ and its ethical implications
University student and lecturer perceptions of positive emotions in learning
Facets of teachers' emotional lives
The Sociological Imagination
The Routing and Re-Routing of Difficult Knowledge
Bridging the Gap Between Cultures of Teaching and Cultures of Research
Discursive practices, genealogies, and emotional rules
The Emotionalization of Reflexivity
Emotion Work, Feeling Rules, and Social Structure
| Unique citing works | 11 |
|---|---|
| Citations per year | 2.2 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 9 |