Emotional Responses to Documentary Viewing and the Potential for Transformative Teaching

Autor/in	Smith, Heather J.
Titel	Emotional Responses to Documentary Viewing and the Potential for Transformative Teaching
Quelle	In: Teaching Education, 25 (2014) 2, S.217-238 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
DOI	10.1080/10476210.2012.762351
Schlagwörter	Emotional Response; Critical Viewing; Reflective Teaching; Documentaries; White Students; Student Teachers; Equal Education; Teacher Education Programs; Racial Identification; Socialization; Racial Discrimination; Critical Theory; Didacticism; Educational Strategies; Teaching Methods; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Emotionales Verhalten; Fernsehkritik; Documentary film; Documentary films; Dokumentarfilm; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Socialisation; Sozialisation; Racial bias; Rassismus; Kritische Theorie; Didaktisierung; Lehrstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Großbritannien
Abstract	This paper examines the relationship between specific documentaries and white student teachers' emotional responses to their viewing as part of a postgraduate teacher education course on educational equality. Documentaries are considered in terms of features (including elements of text), form (including stylistic conventions) and function in order to evaluate those elements most important in involving students emotionally. It argues that certain documentaries have the pedagogic "potential" to transform student thinking via the evocation of particular emotions which act to disturb white hegemonic practices, attitudes and cognitions. However, given that emotion is understood as integral to the operationalisation of whiteness, students' emotional responses are analysed from a critical whiteness perspective to reveal emotion as also potentially obstructive to student transformation. Hence, the paper shares the pedagogic decisions taken to capitalise on those emotional responses conducive to transformed student understandings and to stymie those which act as investment in whiteness to impede student development. Finally, it is argued that a conceptual lens is vital for understanding the relationship between documentaries and emotional responses in order that transformed thinking is enabled. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10