Emotions and Teacher Identity

A poststructural perspective

Bibliographic Data

ID5844735
AuthorsM Zembylas (0000-0001-6896-7347, a Michigan State University , East Lansing , Michigan , USA, corresponding author)
Year2003
Volume9
Issue3
Pages213-238
Publication date2003-08-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueTeachers and Teaching (JOURNAL)
Journal identifiersISSN: 1354-0602 • E-ISSN: 1470-1278
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/13540600309378
OpenAlexW2083472476
LanguageEN
Citations received319
References cited79

This article illustrates the significance of teachers' emotions in the construction of teacher identity by invoking a poststructuralist lens in discussing the place of emotion in identity formation. In suggesting a poststructuralist perspective of emotions and teacher identity, it is argued that teacher identity is constantly becoming in a context embedded in power relations, ideology, and culture. In theorizing about teacher identity two ideas are developed: first, that the construction of teacher identity is at bottom affective, and is dependent upon power and agency, i.e., power is understood as forming the identity and providing the very condition of its trajectory; and second, that an investigation of the emotional components of teacher identity yields a richer understanding of the teacher self. This discussion is motivated by a desire to develop analyses that investigate how teachers' emotions can become sites of resistance and self-transformation. The emphasis on understanding the teacher-self through an exploration of emotion opens possibilities for the care and the self-knowledge of teachers and provides spaces for their transformation

Global Education and Multiculturalism · Innovative Education and Learning Practices · Teacher Education and Leadership Studies

Tools

Open DOISci-Hub