Emotional Geographies of Teaching

By A. Hargreaves. Teachers College Record, 2001

790 citations recorded by the source corpus.

This paper introduces a new concept in educational research and social science: that of emotional geographies. Emotional geographies describe the patterns of closeness and distance in human interactions that shape the emotions we experience about relationships to ourselves, each other, and the world around us. Drawing on an interview-based study of 53 elementary and secondary teachers, the paper describes five emotional geographies of teacher-parent interactions—sociocultural, moral, professional, physical, and political—and their consequences.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/8ef7f6fc9e9099c9628379c44da4e3238a8751a8

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Citations in the corpus

An examination of the relationship among teachers' perceptions of social-emotional learning, teaching efficacy, teacher-student interactions, and students' behavioral difficulties (2017, background): “It is often stated in the literature that teaching is a job requiring great “emotional labor” (Hargreaves, 2001).”
Rethinking emotions and educational leadership (2007, background): “Emotional understanding is ‘an intersubjective process requiring that one person enter into the field of experience of another and experience for herself the same or similar experiences experienced by another’ (Hargreaves 2001: 1059).”
The role of emotions in student teachers’ professional identity (2012, background): “Several authors (Beauchamp and Thomas 2009; Britzman 1991, 1992; Hargreaves 1998, 2001; Schutz et al. 2007; Zembylas 2003, 2005) have observed that teacher identity and emotions are inevitably related.”
Emotional labor and burnout among female teachers: Work–family conflict as mediator (2011, background): “Although teaching, learning, and providing guidance might not be solely emotional practices, they are always irretrievably emotional in charactermaking emotions and emotional labor integral components of the teaching profession (Hargreaves, 2001).”
The Emotional Ambivalence of Socially Just Teaching: A Case Study of a Novice Urban Schoolteacher (2008, positive): “Recent work in education has provided rich descriptions of the emotional lives of teachers, accounts that show both the positive and negative emotional experiences of teaching (see, e.g., Hargreaves, 2001; Schutz & DeCuir, 2002; Sutton & Wheatley, 2003; Winograd, 2003; Zembylas, 2004).”
Why do some beginning teachers leave the school, and others stay? Understanding teacher resilience through psychological lenses (2012, background): “Teaching itself is an emotionally-charged profession, and teachers often experience a high level of stress and emotional burnout (Carlyle & Woods, 2002; Gold & Roth, 1993; Hargreaves, 2001; Maslach & Jackson, 1984, 1986).”
Teacher Practice and Students' Sense of Belonging (2010, background): “While more recent research problematizes the absence of attention to emotion in the workplace and challenges the validity of an approach that idealizes rationality to the suppression of emotion (Beatty & Brew, 2004; Goleman, 1995; Hargreaves, 2001; Leithwood & Beatty, 2008), it is apparent that this”
Teacher Emotion Research: Introducing a Conceptual Model to Guide Future Research. (2015, background): “Other researchers have specifically investigated emotional intelligence (Wong, Wong & Peng, 2010), emotional competence (Garner, 2010), emotional labour (Isenbarger & Zembylas, 2006) emotional exhaustion (Astrauskaite, Perminas & Kern, 2010; Näring, Vlerick & van de Van, 2011) and emotional geograph”
Educational Leaders and Emotions (2015, background): “It has been suggested that affective empathy, that is, one’s experience of another individual’s emotions, is a key element in educational and development processes (Hargreaves, 2001), as well as in educational leadership (Zorn & Boler, 2007).”
Limitations of language: developing arts‐based creative narrative in stories of teachers’ identities (2006, background): “…identity (Weber & Mitchell, 1996; Mitchell & Weber, 1999) and, within this strand, there has been a notable foray into the emotional dimension of teachers’ lives (Nias, 1996; Noddings, 1996; Hargreaves, 1998, 2001) and the interaction between personal biography and professional and social contexts.”
Boundary dilemmas in teacher–student relationships: Struggling with “the line” (2009, background): “The literature on the ethic of care and the emotional dimensions of teaching provided much of the framework of our research (see Hargreaves, 1998, 2000, 2001; Noddings, 1984, 1995).”
Exploring teacher identity from a holistic perspective: reconstructing and reconnecting personal and professional selves (2015, background): “An emerging field of research investigates the role of emotions in teaching and teacher identity (e.g. Day & Kington, 2008; Day & Leitch, 2001; Hargreaves, 1998, 2000, 2001; Kelchtermans, 2005; O’Connor, 2008; Sutton & Wheatley, 2003; Zembylas, 2003, 2005, 2010).”