后世俗情感的教学劳动:沉思实践与“迟来的自我”

IF 4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Christopher T. McCaw, J. Gerrard
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引用次数: 2

摘要

摘要本文考察了教师情感劳动中“个人”与“专业”的复杂交织。根据情感劳动的理论,当代学校教学既包括自我工作和自我创造的实践,也包括课程和教育学的实践。反映教育中后世俗社会文化运动的一种新兴的自我工作形式是教师使用冥想练习(正念、冥想等)。尽管在教育学术中主要被定位为减轻压力的技术,但在这里我们将沉思实践分析为情感劳动的形式。从一项定性的实证研究中,我们探讨了教师如何将沉思实践作为改善和改造自我的方式——无论是与教学的专业责任还是与更广泛的生活项目有关。所提供的案例研究表明,沉思实践在教师工作中表现出深刻的政治矛盾心理。沉思的实践确实融入了自我完善和提高生产力的义务中(麦基称之为“迟来的自我”)。然而,它们也可能例示与工具化、竞争性和个人主义的教育政策话语和制度生活世界背道而驰的道德责任的关系形式。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Post-secular affective labours of teaching: contemplative practices and the ‘belaboured self’
ABSTRACT This paper examines the complex interweaving of the ‘personal’ and ‘professional’ in the affective labour of teachers. In line with theorisations of affective labour, contemporary school-teaching involves practices of self-work and self-making, as much as practices of curriculum and pedagogy. One emergent form of self-work, reflective of post-secular socio-cultural movements in education, is the use of contemplative practices (mindfulness, meditation, etc.) by teachers. Although mainly positioned within educational scholarship as techniques of stress-reduction, here we analyse contemplative practices as forms of affective labour. Drawing from a qualitative, empirical study, we explore how contemplative practices are embraced by teachers as ways to improve and transform the self – both in relation to the professional responsibilities of teaching, and in relation to broader projects of living. The case studies presented demonstrate the deep political ambivalences of contemplative practices, as they are expressed in teachers’ work. Contemplative practices do become incorporated into obligations towards self-improvement and increased productivity (what McGee labels ‘the belaboured self’). However, they may also instantiate relational forms of ethical responsibility that move against the grain of instrumentalising, competitive, and individualistic education policy discourses and institutional life-worlds.
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来源期刊
Critical Studies in Education
Critical Studies in Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
10.10
自引率
5.10%
发文量
18
期刊介绍: Critical Studies in Education is one of the few international journals devoted to a critical sociology of education, although it welcomes submissions with a critical stance that draw on other disciplines (e.g. philosophy, social geography, history) in order to understand ''the social''. Two interests frame the journal’s critical approach to research: (1) who benefits (and who does not) from current and historical social arrangements in education and, (2) from the standpoint of the least advantaged, what can be done about inequitable arrangements. Informed by this approach, articles published in the journal draw on post-structural, feminist, postcolonial and other critical orientations to critique education systems and to identify alternatives for education policy, practice and research.
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