The Emotional Community of Social Science Teaching

Forskningsoutput: AvhandlingDoktorsavhandling (monografi)

Standard

The Emotional Community of Social Science Teaching. / Blennow, Katarina.

Institutionen för utbildningsvetenskap, Lunds universitet, 2019. 276 s.

Forskningsoutput: AvhandlingDoktorsavhandling (monografi)

Harvard

APA

Blennow, K. (2019). The Emotional Community of Social Science Teaching. Institutionen för utbildningsvetenskap, Lunds universitet.

CBE

Blennow K. 2019. The Emotional Community of Social Science Teaching. Institutionen för utbildningsvetenskap, Lunds universitet. 276 s.

MLA

Blennow, Katarina The Emotional Community of Social Science Teaching Institutionen för utbildningsvetenskap, Lunds universitet. 2019.

Vancouver

Blennow K. The Emotional Community of Social Science Teaching. Institutionen för utbildningsvetenskap, Lunds universitet, 2019. 276 s. (Lund Studies in Educational Sciences; 9).

Author

Blennow, Katarina. / The Emotional Community of Social Science Teaching. Institutionen för utbildningsvetenskap, Lunds universitet, 2019. 276 s.

RIS

TY - THES

T1 - The Emotional Community of Social Science Teaching

AU - Blennow, Katarina

N1 - Defence details Date: 2019-12-13 Time: 13:15 Place: LUX C126 External reviewer Name: Jan Löfström Title: docent Affiliation: Helsingfors universitet ---

PY - 2019/12/13

Y1 - 2019/12/13

N2 - Some of the most pressing concerns of our time, such as crises connected to migration, the welfare state, international law and terrorism, are part of the Swedish upper secondary school subject Social Science. This means that Social Science teaching easily generates intense emotions, sparks of which are lit in the encounter between the students, the teacher, and the specific content of the school subject Social Science. This aim of this dissertation is to examine what emotions do in the teaching of the school subject Social Science (samhällskunskap) and what the subject Social Science does to emotions. This is examined through an ethnographic exploration of Social Science teaching in four different Swedish upper secondary schools. Barbara Rosenwein’s concept emotional communities is central to the analysis, as are Sara Ahmed’s emotion-oriented conceptualisations of movement, attachment and contact.In the study, it is shown how an emotional community of Social Science teaching emerges that in part is different from comparable emotional communities in other school subjects, such as History and Religious Education. There is furthermore a dissonance between the role emotions are supposed to play in the teaching and the role emotions actually do play. Despite being clearly related to the specific subject content of Social Science, it is also important to note that emotions are always relational, which leads to attachments and detachments in the group of teacher and students. Emotions in Social Science teaching are moreover connected to conflictuality, multiperspectivity, ideas about ‘the good citizen’, and the subject’s inherent contemporaneity.An important result of the dissertation is that in emotionally intense teaching situations, teachers’ attempts to use a ’traditional’, rationality-oriented Social Science analysis do not resonate with the students. The examined cases of Social Science teaching therefore seem to suffer from a traditional division between rationality and emotionality that largely has characterized political analysis in the 20th century. A rapprochement between the students’ lifeworld and the school subject’s disciplinary analysis would benefit from an increased use of the emotional dimension and community of Social Science teaching.

AB - Some of the most pressing concerns of our time, such as crises connected to migration, the welfare state, international law and terrorism, are part of the Swedish upper secondary school subject Social Science. This means that Social Science teaching easily generates intense emotions, sparks of which are lit in the encounter between the students, the teacher, and the specific content of the school subject Social Science. This aim of this dissertation is to examine what emotions do in the teaching of the school subject Social Science (samhällskunskap) and what the subject Social Science does to emotions. This is examined through an ethnographic exploration of Social Science teaching in four different Swedish upper secondary schools. Barbara Rosenwein’s concept emotional communities is central to the analysis, as are Sara Ahmed’s emotion-oriented conceptualisations of movement, attachment and contact.In the study, it is shown how an emotional community of Social Science teaching emerges that in part is different from comparable emotional communities in other school subjects, such as History and Religious Education. There is furthermore a dissonance between the role emotions are supposed to play in the teaching and the role emotions actually do play. Despite being clearly related to the specific subject content of Social Science, it is also important to note that emotions are always relational, which leads to attachments and detachments in the group of teacher and students. Emotions in Social Science teaching are moreover connected to conflictuality, multiperspectivity, ideas about ‘the good citizen’, and the subject’s inherent contemporaneity.An important result of the dissertation is that in emotionally intense teaching situations, teachers’ attempts to use a ’traditional’, rationality-oriented Social Science analysis do not resonate with the students. The examined cases of Social Science teaching therefore seem to suffer from a traditional division between rationality and emotionality that largely has characterized political analysis in the 20th century. A rapprochement between the students’ lifeworld and the school subject’s disciplinary analysis would benefit from an increased use of the emotional dimension and community of Social Science teaching.

KW - Social Science Education

KW - SOCIAL STUDIES

KW - Civics

KW - Citizenship education

KW - Emotions

KW - Education

KW - Emotional communities

KW - symbolic boundaries

M3 - Doctoral Thesis (monograph)

SN - 978-91-88899-63-7

T3 - Lund Studies in Educational Sciences

PB - Institutionen för utbildningsvetenskap, Lunds universitet

ER -