Pub Date : 2021-07-06DOI: 10.1080/14681366.2021.1950201
D. Mulcahy, S. Healy
ABSTRACT Defined as the power to increase or lessen the capacity to act, affect is purported to be pedagogy’s first lesson. In this article we explore the work of ordinary affects in relation to oppressive social norms with particular attention to race. Using feminist new materialist concepts, we trace the capacities of these affects as they play into two pedagogic encounters. We show how pedagogies of response-ability form through affective transmission and material practice. Race presents as an affective and material event that plays out differentially through bodies. Responsible pedagogy hinges on maintaining the ability of people in association with objects to respond to the learning possibilities that pedagogic encounters provide. Responsive to the humanand the non-human, pedagogies of responsibility and the affects that attend them matter on several fronts. They engender ethical subjectivity, unsettle dominant structures of power, and loosen the grip of the ontological privilege accorded the human.
{"title":"Ordinary affect and its powers: assembling pedagogies of response-ability","authors":"D. Mulcahy, S. Healy","doi":"10.1080/14681366.2021.1950201","DOIUrl":"https://doi.org/10.1080/14681366.2021.1950201","url":null,"abstract":"ABSTRACT Defined as the power to increase or lessen the capacity to act, affect is purported to be pedagogy’s first lesson. In this article we explore the work of ordinary affects in relation to oppressive social norms with particular attention to race. Using feminist new materialist concepts, we trace the capacities of these affects as they play into two pedagogic encounters. We show how pedagogies of response-ability form through affective transmission and material practice. Race presents as an affective and material event that plays out differentially through bodies. Responsible pedagogy hinges on maintaining the ability of people in association with objects to respond to the learning possibilities that pedagogic encounters provide. Responsive to the humanand the non-human, pedagogies of responsibility and the affects that attend them matter on several fronts. They engender ethical subjectivity, unsettle dominant structures of power, and loosen the grip of the ontological privilege accorded the human.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"31 1","pages":"827 - 844"},"PeriodicalIF":2.0,"publicationDate":"2021-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14681366.2021.1950201","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46560454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-06DOI: 10.1080/14681366.2021.1947878
S. Celik, N. Kardaş İşler, D. Saka
ABSTRACT Education is among the areas most affected by immigration. Addressing refugee children’s schooling is an important contribution to the refugee crises, which span the world with far-reaching socio-economic effect. This study unpacks the challenges that refugee children, mainly from Syria, face in integrating into primary and secondary public schools in Turkey. It also proposes some tentative resolutions, drawing from the experiences of refugee parents, teachers, and headteachers. Within the current study, data were collected by means of fishbone analysis and semi-structured interviews with the participation of teachers, school headteachers, and refugee parents. The study draws from the theories of refugee education and confirms students’ barriers in schooling with regard to psychosocial factors, cultural adaptation, language learning, systemic barriers, and family relations. Some further implications were elicited from the data and are discussed in line with the existing research.
{"title":"Refugee education in Turkey: barriers and suggested solutions","authors":"S. Celik, N. Kardaş İşler, D. Saka","doi":"10.1080/14681366.2021.1947878","DOIUrl":"https://doi.org/10.1080/14681366.2021.1947878","url":null,"abstract":"ABSTRACT Education is among the areas most affected by immigration. Addressing refugee children’s schooling is an important contribution to the refugee crises, which span the world with far-reaching socio-economic effect. This study unpacks the challenges that refugee children, mainly from Syria, face in integrating into primary and secondary public schools in Turkey. It also proposes some tentative resolutions, drawing from the experiences of refugee parents, teachers, and headteachers. Within the current study, data were collected by means of fishbone analysis and semi-structured interviews with the participation of teachers, school headteachers, and refugee parents. The study draws from the theories of refugee education and confirms students’ barriers in schooling with regard to psychosocial factors, cultural adaptation, language learning, systemic barriers, and family relations. Some further implications were elicited from the data and are discussed in line with the existing research.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"31 1","pages":"687 - 705"},"PeriodicalIF":2.0,"publicationDate":"2021-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14681366.2021.1947878","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46448415","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-05DOI: 10.1080/14681366.2021.1949384
Nicholas Stock
ABSTRACT Since the death of cultural critic Mark Fisher and the posthumous release of his final lectures Postcapitalist Desire, conversation surrounding his teaching and pedagogy has started to arise. This article thus seeks to (partly) formalise Fisher’s pedagogy into concepts that might contribute to broader pedagogical discourse. Building on and ultimately moving beyond the school of critical pedagogy, I examine the way Fisher’s pedagogy seeks to exit a state of capitalist realism and cultural inertia, something that can be achieved by a range of strategies such as attuning to weird and eerie affects, raising/razing consciousness and experimenting with medium. Ultimately, these examples raise concerns about the very nature of pedagogy itself and thus, in line with Fisher’s desire to exit capitalist realism, posit the question whether pedagogy needs exiting too. Formalisation of his pedagogy therefore always remains problematic.
{"title":"The weird, eerie, exit pedagogy of Mark Fisher","authors":"Nicholas Stock","doi":"10.1080/14681366.2021.1949384","DOIUrl":"https://doi.org/10.1080/14681366.2021.1949384","url":null,"abstract":"ABSTRACT Since the death of cultural critic Mark Fisher and the posthumous release of his final lectures Postcapitalist Desire, conversation surrounding his teaching and pedagogy has started to arise. This article thus seeks to (partly) formalise Fisher’s pedagogy into concepts that might contribute to broader pedagogical discourse. Building on and ultimately moving beyond the school of critical pedagogy, I examine the way Fisher’s pedagogy seeks to exit a state of capitalist realism and cultural inertia, something that can be achieved by a range of strategies such as attuning to weird and eerie affects, raising/razing consciousness and experimenting with medium. Ultimately, these examples raise concerns about the very nature of pedagogy itself and thus, in line with Fisher’s desire to exit capitalist realism, posit the question whether pedagogy needs exiting too. Formalisation of his pedagogy therefore always remains problematic.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"31 1","pages":"775 - 791"},"PeriodicalIF":2.0,"publicationDate":"2021-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14681366.2021.1949384","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41895975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-05DOI: 10.1080/14681366.2021.1948910
R. Aman, Magnus Dahlstedt
ABSTRACT This article scrutinises the ways in which pupils who have experienced transnational migration construct ‘home’ and the unmaking of ‘home’. Researchers have argued that migrants’ perspectives on belonging are seldom granted scholarly attention. Here, we seek to redress this oversight by inquiring about the ways in which newly arrived migrants define their (un)homeliness in Sweden in the context of astate-sponsored introductory language programme. The focus is on how these pupils themselves define the notion of home, their sense of belonging, and what they envision as necessary to achieve in order to become part of the national community. What emerges in these stories is aconstant negotiation to fill the idea of ‘home’ with content. These negotiations take place in apresent, but always in relation to both apast and an imagined future– in which homeliness appears in different ways, with different meanings.
{"title":"Strangers everywhere? Home and unhomeliness in newly arrived pupils’ narratives on exile","authors":"R. Aman, Magnus Dahlstedt","doi":"10.1080/14681366.2021.1948910","DOIUrl":"https://doi.org/10.1080/14681366.2021.1948910","url":null,"abstract":"ABSTRACT This article scrutinises the ways in which pupils who have experienced transnational migration construct ‘home’ and the unmaking of ‘home’. Researchers have argued that migrants’ perspectives on belonging are seldom granted scholarly attention. Here, we seek to redress this oversight by inquiring about the ways in which newly arrived migrants define their (un)homeliness in Sweden in the context of astate-sponsored introductory language programme. The focus is on how these pupils themselves define the notion of home, their sense of belonging, and what they envision as necessary to achieve in order to become part of the national community. What emerges in these stories is aconstant negotiation to fill the idea of ‘home’ with content. These negotiations take place in apresent, but always in relation to both apast and an imagined future– in which homeliness appears in different ways, with different meanings.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"31 1","pages":"725 - 739"},"PeriodicalIF":2.0,"publicationDate":"2021-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14681366.2021.1948910","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44841388","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-05DOI: 10.1080/14681366.2021.1949633
T. Wells, Susan Sandretto, Jane Tilson
ABSTRACT A small, but growing, number of studies explore the connections between process drama pedagogy and the development of empathy. In our view, empathy involves affective and cognitive processes of the heart and the mind. In this article, we report findings from a year-long New Zealand research project with four primary school teachers who integrated process drama pedagogy into their programmes. Through a relational lens, we analysed classroom lessons, teacher interviews, research group meetings, student focus group interviews and student writing samples. Three vignettes detail how process drama pedagogy fostered emotionally charged experiences within rich contexts. We argue process drama pedagogy developed students’ cognitive and affective processes, which fostered student capacity to explore diverse perspectives and develop holistic empathy.
{"title":"Learning “what it’s like to be someone else apart from yourself”: developing holistic empathy with process drama","authors":"T. Wells, Susan Sandretto, Jane Tilson","doi":"10.1080/14681366.2021.1949633","DOIUrl":"https://doi.org/10.1080/14681366.2021.1949633","url":null,"abstract":"ABSTRACT A small, but growing, number of studies explore the connections between process drama pedagogy and the development of empathy. In our view, empathy involves affective and cognitive processes of the heart and the mind. In this article, we report findings from a year-long New Zealand research project with four primary school teachers who integrated process drama pedagogy into their programmes. Through a relational lens, we analysed classroom lessons, teacher interviews, research group meetings, student focus group interviews and student writing samples. Three vignettes detail how process drama pedagogy fostered emotionally charged experiences within rich contexts. We argue process drama pedagogy developed students’ cognitive and affective processes, which fostered student capacity to explore diverse perspectives and develop holistic empathy.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"31 1","pages":"809 - 825"},"PeriodicalIF":2.0,"publicationDate":"2021-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14681366.2021.1949633","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42390174","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-02DOI: 10.1080/14681366.2021.1949632
Farra Yasin
ABSTRACT This qualitative case study presents an investigation on how three adult literacy educators in community-based teaching contexts are using anti-deficit, culturally relevant and critical practices to engage racialised women in learning processes that counter colonial epistemology. These educators work in Ontario, Canada where policy around adult literacy education prioritises learning for employment in ways that reinforce colonial epistemology by reducing the value of human and environment to serve economic growth. Despite the political-economic contexts that structure adult literacy programming, these educators’ practices engage racialised women in resources and practices that challenge colonial world views and its reproduction as the normative social practice. An analysis of these educators’ practice raises insights into how decolonising pedagogy can be further theorised to speak to the significance of agency in the education process of racialised women and the educator’s role as an agent of autonomy.
{"title":"The agents of autonomy in decolonising pedagogy: an analysis of autonomy-facilitating approaches to anti-deficit, critical, and culturally responsive education for marginalised women in Ontario, Canada","authors":"Farra Yasin","doi":"10.1080/14681366.2021.1949632","DOIUrl":"https://doi.org/10.1080/14681366.2021.1949632","url":null,"abstract":"ABSTRACT This qualitative case study presents an investigation on how three adult literacy educators in community-based teaching contexts are using anti-deficit, culturally relevant and critical practices to engage racialised women in learning processes that counter colonial epistemology. These educators work in Ontario, Canada where policy around adult literacy education prioritises learning for employment in ways that reinforce colonial epistemology by reducing the value of human and environment to serve economic growth. Despite the political-economic contexts that structure adult literacy programming, these educators’ practices engage racialised women in resources and practices that challenge colonial world views and its reproduction as the normative social practice. An analysis of these educators’ practice raises insights into how decolonising pedagogy can be further theorised to speak to the significance of agency in the education process of racialised women and the educator’s role as an agent of autonomy.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"31 1","pages":"793 - 808"},"PeriodicalIF":2.0,"publicationDate":"2021-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14681366.2021.1949632","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45908374","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-02DOI: 10.1080/14681366.2021.1949383
M. Harant
ABSTRACT Both contemporary naturalist and deconstructivist theories share the suspicion of invoking an emphatic subject in education while not being able to address the question of what education is for in a constructive and value-based way. However, while naturalist theory also focuses on the human mind and its evolutionary origins, deconstructivism is preoccupied with the social constraints of subjectivation. The following takes up the idea that a core value of education is the enhancement of human wellbeing by referring to Ergas’s call for a contemplative turn towards mindful education and relating it to naturalist evolutionary theory about the human mind. This attempt turns out to be promising because mindful education addresses the problem of wellbeing without postulating a non-naturalist realm of emphatic subjectivity. To take up the deconstructivist critique, socio-cultural problems that arise from the idea of mindful education and its relation to naturalist thinking are discussed.
{"title":"Why education should engage in the inner curriculum of the mind","authors":"M. Harant","doi":"10.1080/14681366.2021.1949383","DOIUrl":"https://doi.org/10.1080/14681366.2021.1949383","url":null,"abstract":"ABSTRACT Both contemporary naturalist and deconstructivist theories share the suspicion of invoking an emphatic subject in education while not being able to address the question of what education is for in a constructive and value-based way. However, while naturalist theory also focuses on the human mind and its evolutionary origins, deconstructivism is preoccupied with the social constraints of subjectivation. The following takes up the idea that a core value of education is the enhancement of human wellbeing by referring to Ergas’s call for a contemplative turn towards mindful education and relating it to naturalist evolutionary theory about the human mind. This attempt turns out to be promising because mindful education addresses the problem of wellbeing without postulating a non-naturalist realm of emphatic subjectivity. To take up the deconstructivist critique, socio-cultural problems that arise from the idea of mindful education and its relation to naturalist thinking are discussed.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"31 1","pages":"757 - 773"},"PeriodicalIF":2.0,"publicationDate":"2021-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14681366.2021.1949383","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47819559","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.1080/14681366.2021.1947355
D. Loo, Jariya Sairattanain
ABSTRACT The discourse of deficiency in English for Academic Purposes (EAP) has been perpetuated through the neoliberalisation of higher education. To explore the possibilities of disrupting this discourse, an EAP instructor, Daron, engaged with his critical friend, Jariya, in dialogic reflection. This was done on Daron’s teaching journal entries through the restorying of his reflections, which were then critically responded to, and finally reconstructed to highlight tensions and hegemonic discourses affecting EAP. This dialogic exercise showed disruption through the reimagination of the EAP marketplace and through the centring of self and anxiety in a neoliberalised parameter. The former demonstrated a critique towards the value of standardised assessments while the latter illustrated the seemingly isolating endeavour when contesting the notion of students’ language deficiency. While tensions were not expected to be resolved, this study showed how EAP practitioners could still enact autonomy within their work parameters.
{"title":"Disrupting discourses of deficiency in English for Academic Purposes: dialogic reflection with a critical friend","authors":"D. Loo, Jariya Sairattanain","doi":"10.1080/14681366.2021.1947355","DOIUrl":"https://doi.org/10.1080/14681366.2021.1947355","url":null,"abstract":"ABSTRACT The discourse of deficiency in English for Academic Purposes (EAP) has been perpetuated through the neoliberalisation of higher education. To explore the possibilities of disrupting this discourse, an EAP instructor, Daron, engaged with his critical friend, Jariya, in dialogic reflection. This was done on Daron’s teaching journal entries through the restorying of his reflections, which were then critically responded to, and finally reconstructed to highlight tensions and hegemonic discourses affecting EAP. This dialogic exercise showed disruption through the reimagination of the EAP marketplace and through the centring of self and anxiety in a neoliberalised parameter. The former demonstrated a critique towards the value of standardised assessments while the latter illustrated the seemingly isolating endeavour when contesting the notion of students’ language deficiency. While tensions were not expected to be resolved, this study showed how EAP practitioners could still enact autonomy within their work parameters.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"31 1","pages":"669 - 685"},"PeriodicalIF":2.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14681366.2021.1947355","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44821717","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.1080/14681366.2021.1948911
Michalinos Zembylas
ABSTRACT How should educators deal with conspiracy theories in the classroom, if at all? Do the epistemic deficiencies of some conspiracy theories make them easy prey for debunking? Can the moral and political dangers that certain conspiracy theories pose to democratic societies justify educators avoiding addressing conspiracy theories in the classroom? These questions are at the heart of this essay. Its purpose is to assess both the promises and perils of whether and under which conditions it might be pedagogically productive to address conspiracy theories in the classroom. In particular, it is argued that debunking conspiracy theories in the classroom from a narrow epistemic lens (fact-checking) is not only impossible, but also unproductive. It is suggested that a fruitful trajectory to deal with conspiracy theories is to go beyond treating them merely as a narrow epistemic problem and consider the ethical and political motivations and implications of conspiracy theories.
{"title":"Moving beyond debunking conspiracy theories from a narrow epistemic lens: ethical and political implications for education","authors":"Michalinos Zembylas","doi":"10.1080/14681366.2021.1948911","DOIUrl":"https://doi.org/10.1080/14681366.2021.1948911","url":null,"abstract":"ABSTRACT How should educators deal with conspiracy theories in the classroom, if at all? Do the epistemic deficiencies of some conspiracy theories make them easy prey for debunking? Can the moral and political dangers that certain conspiracy theories pose to democratic societies justify educators avoiding addressing conspiracy theories in the classroom? These questions are at the heart of this essay. Its purpose is to assess both the promises and perils of whether and under which conditions it might be pedagogically productive to address conspiracy theories in the classroom. In particular, it is argued that debunking conspiracy theories in the classroom from a narrow epistemic lens (fact-checking) is not only impossible, but also unproductive. It is suggested that a fruitful trajectory to deal with conspiracy theories is to go beyond treating them merely as a narrow epistemic problem and consider the ethical and political motivations and implications of conspiracy theories.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"31 1","pages":"741 - 756"},"PeriodicalIF":2.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14681366.2021.1948911","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44288240","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-28DOI: 10.1080/14681366.2021.1946841
Hongzhi Yang, L. Markauskaite
ABSTRACT Although the role of emotions in preservice teacher agency in innovation is well acknowledged, little is known about how emotions relate to their epistemic agency. This study explores the link between preservice teachers’ emotional experiences and their epistemic agency during the practicum, using Vygotskyan notions of perezhivanie and a sociocultural perspective to epistemic agency. This paper's first contribution is an integrated conceptual framework for exploring the link between perezhivanie and epistemic agency in classroom settings. Second, drawing on results from 11 interview-based case studies, this paper shows how preservice teachers’ social situations shape their perezhivanie and epistemic agency. The cases of two preservice language teachers who had different perezhivanie to a similar issue illustrate how their emotions and interpretations of the situation impacted their knowledge practices. The findings highlight that the quality of the epistemic object and the personal connection to it played a key role in the formation of epistemic agency.
{"title":"Preservice teachers’ perezhivanie and epistemic agency during the practicum","authors":"Hongzhi Yang, L. Markauskaite","doi":"10.1080/14681366.2021.1946841","DOIUrl":"https://doi.org/10.1080/14681366.2021.1946841","url":null,"abstract":"ABSTRACT Although the role of emotions in preservice teacher agency in innovation is well acknowledged, little is known about how emotions relate to their epistemic agency. This study explores the link between preservice teachers’ emotional experiences and their epistemic agency during the practicum, using Vygotskyan notions of perezhivanie and a sociocultural perspective to epistemic agency. This paper's first contribution is an integrated conceptual framework for exploring the link between perezhivanie and epistemic agency in classroom settings. Second, drawing on results from 11 interview-based case studies, this paper shows how preservice teachers’ social situations shape their perezhivanie and epistemic agency. The cases of two preservice language teachers who had different perezhivanie to a similar issue illustrate how their emotions and interpretations of the situation impacted their knowledge practices. The findings highlight that the quality of the epistemic object and the personal connection to it played a key role in the formation of epistemic agency.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"31 1","pages":"647 - 668"},"PeriodicalIF":2.0,"publicationDate":"2021-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14681366.2021.1946841","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43411083","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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