A Pedagogy of Emotion in Teaching about Social Movement Learning

Autor/inn/en	Walker, Judith; Palacios, Carolina
Titel	A Pedagogy of Emotion in Teaching about Social Movement Learning
Quelle	In: Teaching in Higher Education, 21 (2016) 2, S.175-190 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2015.1136280
Schlagwörter	Teaching Methods; Social Change; Role; Emotional Response; Social Sciences; Social Problems; Higher Education; Graduate Students; Teaching Experience; College Faculty; Teacher Attitudes; Advantaged; Educational Theories; Psychological Patterns; Criticism; Course Descriptions + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Sozialer Wandel; Rollen; Emotionales Verhalten; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Social problem; Soziales Problem; Hochschulbildung; Hochschulsystem; Hochschulwesen; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Fakultät; Lehrerverhalten; Educational theory; Theory of education; Bildungstheorie; Kritik; Kursstrukturplan
Abstract	This article explores the role of emotion in teaching about social issues in higher education. We draw and expand upon Boler's notion of a "Pedagogy of Discomfort," Goodman's and Curry-Steven's concept of a "Pedagogy for the Privileged," and on Freire's idea of a "Pedagogy of Hope," in reflecting on our own experiences in teaching a graduate-level course on social movement learning. We argue for the importance of further sociological theorisation of the role of emotion in teaching and learning in higher education, and acknowledge the challenges a Pedagogy of Emotion present to those teaching in the social sciences at the post-secondary level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01