The role of emotions in educational work with asylum-seeking and refugee children in culturally diverse classrooms
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The role of emotions in educational work with asylum-seeking and refugee children in culturally diverse classrooms. / Moldenhawer, Bolette.
I: Intercultural Education, Bind 34, Nr. 2, 2023, s. 166-179.Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt
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TY - JOUR
T1 - The role of emotions in educational work with asylum-seeking and refugee children in culturally diverse classrooms
AU - Moldenhawer, Bolette
PY - 2023
Y1 - 2023
N2 - This article examines the role of emotions in educationalwork with asylum-seeking and refugee children by studyinga specific case of teaching in culturally diverse classrooms.Using empirical data from various classroom contexts inDenmark based on teacher interviews and participant observations,the role of emotions is examined through a relationalapproach informed by, among others, Sara Ahmed. The analysisfirstly developed three types of situated emotion managementperformed by actors for a wide range of reasons,feeling rules and organisational regulations. Secondly,I undertook a theoretical interpretation of the analysis involvinga study of emotions asking, ‘what do emotions do’ and‘how do emotions operate’ to make and shape bodies ofothering. The findings suggest that a relational approach toemotion allows for a better understanding of how emotionswork with effect in educational work with asylum-seekingand refugee children and, accordingly, how teachers canbenefit from including this approach in understanding andfinding solutions to the important role emotions play inasylum-seeking and refugee education.
AB - This article examines the role of emotions in educationalwork with asylum-seeking and refugee children by studyinga specific case of teaching in culturally diverse classrooms.Using empirical data from various classroom contexts inDenmark based on teacher interviews and participant observations,the role of emotions is examined through a relationalapproach informed by, among others, Sara Ahmed. The analysisfirstly developed three types of situated emotion managementperformed by actors for a wide range of reasons,feeling rules and organisational regulations. Secondly,I undertook a theoretical interpretation of the analysis involvinga study of emotions asking, ‘what do emotions do’ and‘how do emotions operate’ to make and shape bodies ofothering. The findings suggest that a relational approach toemotion allows for a better understanding of how emotionswork with effect in educational work with asylum-seekingand refugee children and, accordingly, how teachers canbenefit from including this approach in understanding andfinding solutions to the important role emotions play inasylum-seeking and refugee education.
KW - Faculty of Humanities
KW - Asylum-seeking and refugee children
KW - educational work
KW - emotion management
KW - the doing of emotion
KW - Sara Ahmed
U2 - 10.1080/14675986.2022.2146403
DO - 10.1080/14675986.2022.2146403
M3 - Journal article
VL - 34
SP - 166
EP - 179
JO - Intercultural Education
JF - Intercultural Education
SN - 1467-5986
IS - 2
ER -
ID: 334097761