The Affected Teacher

Psychosocial Perspectives on Professional Experience and Policy Resistance

Bibliographic Data

ID23533860
AuthorsAlex Moore
Year2018
Publication date2018-05-20
Open AccessNo
TypeBOOK
VenueAffected Teacher (SOURCE_BOOK)
PublisherRoutledge (PUBLISHER • GB)
DOI10.4324/9781315768397
OpenAlexW4234496561
ISBN9781315768397
Open LibraryOL38750638M
LanguageEN
Citations received6

At a time when teaching and learning policy too often presents itself in a simplistic input-output language of measurable targets and objectives, The Affected Teacher explores the role played by emotionality in how professional life is experienced by school teachers. The book argues that, in the very highly organised and structured social spaces of public institutions, emotionality - or, more precisely, all that is included in the concept of ‘affect’ - needs to be recognised and validated, rather than ignored or pathologised. It explores how neoliberal education policy seeks to mould professional subjectivities, relationships and practices; how teachers experience and ‘manage’ their feelings; and the role that affect plays in guiding either compliance with or resistance to often unpopular policy directives. Drawing on a rich body of original data comprising formal and informal discussions with a range of teachers, the case is argued for psychoanalytically and politically informed individual and group reflexivity, both as a form of professional and personal development and as a way of keeping alive alternative beliefs and understandings regarding the purposes of education. The Affected Teacher is relevant to practising schoolteachers and to undergraduate and graduate students and academics involved in education related courses such as policy studies, education management and the sociology of education, as well as disciplines related to psychosocial studies and psychoanalysis.

Mathematics education · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Psychology · Teachers

Tools

Open DOI