“STRUCTURES OF FEELING” IN CURRICULUM AND TEACHING: THEORIZING THE EMOTIONAL RULES

By Michalinos Zembylas. 2002

256 citations recorded by the source corpus.

Subfields: Language and Linguistics, Social Psychology

View Paper: https://www.semanticscholar.org/paper/e2482c3f508f0e6f6ae887d72a1c749adea13338

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

1. E. Miller
2. Christina Gkonou
3. Di Bloomfield
4. Kathleen M. Quinlan
5. A. Frenzel
6. Jamie Taxer
7. Carol Rodgers
8. Robert V. Bullough Jr

In Social Psychology

1. I. Burić
2. Jamie Taxer
3. Kathleen M. Quinlan
4. Christina Gkonou
5. E. Miller
6. A. Frenzel
7. Di Bloomfield
8. Robert V. Bullough Jr

Citations in the corpus

• Beyond teacher cognition and teacher beliefs: the value of the ethnography of emotions in teaching (2005, background): “…& Woods, 1996; Kelchtermans, 1996; Little, 1996, 2000; Nias, 1996; Hargreaves, 1998a, 1998b, 2000; Lasky, 2000; Schmidt, 2000; Day & Leitch, 2001; Zembylas, 2002a, 2002b) as a result of paying attention to the way teachers perceive, interpret and evaluate their relationship with the teaching…”
• Facets of teachers' emotional lives: A quantitative investigation of teachers' genuine, faked, and hidden emotions (2015, background): “Emotional display rules for teachers clearly exist, but are typically implicit and disguised (Zembylas, 2002, 2003, 2005).”
• Mentoring and the emotions (2004, background): “What is required is recognition that the challenge of our time is for teachers and mentors alike to ‘bridge practical and official consciousness’ (Zembylas, 2002, p. 203), not keep them divided, which can only lead to the impoverishment of practice, and to do this they need help.”
• Language teacher agency, emotion labor and emotional rewards in tertiary-level English language programs (2018, background): “In his research on teacher emotions, Zembylas (2002, p. 196) argues that “emotions are made in social relations” and that emotions are both “social and personal, the result of intersubjective and political relations and processes” (Zembylas, 2002, p. 193, italics in original).”
• A mixed-method approach to the assessment of teachers’ emotions: development and validation of the Teacher Emotion Questionnaire (2018, background): “Teachers’ emotional experiences are often driven by prescribed and implicit emotional rules of the teaching profession (Chang, 2009; Winograd, 2003; Zembylas, 2002, 2005).”
• The emotional characteristics of teaching: an ethnographic study of one teacher (2004, background): “In curriculum and teaching these emotional rules police teachers’ emotions in their everyday life at school through the imposition of forms of emotion language that teachers are taught to value and others that must be dismissed (Zembylas, 2002b).”
• How Emotion Matters in Four Key Relationships in Teaching and Learning in Higher Education (2016, background): “It is worth noting, though, that sociological and cultural theories of emotions (e.g. Boler 1999; Zembylas 2002) also offer useful alternative perspectives.”
• Emotions and ‘getting by’: a pre-service teacher navigating professional experience (2010, background): “As such, they substantiate the position, arising from the work of Boler ( 1999 ), Britzman ( 2003 ), Evans ( 2002 ) and Zembylas ( 2002 , 2003, 2005 ), that within the conscious and unconscious efforts of the individual to express their (multi-faceted) self lies a rich and diverse world of emotiona”
• Presence in teaching (2006, background): “The ‘emotional rules’ (Zembylas, 2002) of school tell teachers who they are allowed and ought to be, and this often stands in tension with the personal self.”