Affect
A Tool to Support Pedagogical Change
Bibliographic Data
| ID | 2932847 |
|---|---|
| Authors | Jen Skattebol (0000-0002-4005-4332, UNSW Sydney, corresponding author) |
| Year | 2010 |
| Volume | 31 |
| Issue | 1 |
| Pages | 75-91 |
| Publication date | 2010-02-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Discourse Studies in the Cultural Politics of Education (JOURNAL) |
| Journal identifiers | ISSN: 0159-6306 • E-ISSN: 1469-3739 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/01596300903465435 |
| OpenAlex | W1967777282 |
| Language | EN |
| Citations received | 5 |
| References cited | 15 |
In the early childhood education field, the way children are conceptualised has substantially shifted in recent times. Child development theory has been unsettled as the single canon of early childhood practice. This has in turn challenged constructions of educators as keepers of a universal knowledge base, and as apolitical, non-interventionist facilitators of the natural unfolding development of individuals. While reconceptualising the early childhood knowledge base has oriented theorists and activists towards equity, unsettling educator subjectivities requires careful consideration in a feminised profession such as early childhood education. There is a need for greater discussion about how educators experience the uncertainties that accompany profound changes in teaching practice and identities and how educators can harness these uncertainties in ways that strengthen the profession. In this paper, I offer excerpts from teacher research that show how theories of affect support practitioners to engage productively the reflexivity needed to reconceptualise their roles as educators. I use affect theory to consider how the intra- and inter-personal dimensions of critically reflective practice can bolster the democratic and collectivist orientations in the teaching profession
Developmental psychology · Early childhood · Early childhood education · Pedagogy · Political science · Reflexivity · Social science · Sociology · Children's Rights and Participation · Early Childhood Education and Development · Innovative Education and Learning Practices · Psychology
Uncanny Australia
Governing the Child in the New Millennium
‘Bodies that Matter’
White Nation
Disaffected
Blind Faith? Empowerment and Educational Research
Psychoanalysis and Education
Exclusionary Politics and the Question of National Belonging
The Autonomy of Affect
Teacher Reflection in a Hall of Mirrors
Shame in the Habitus
| Unique citing works | 5 |
|---|---|
| Citations per year | 0,38 |
| Citation span | 2013 - 2025 (13) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 5 |