The role of emotions in educational work with asylum-seeking and refugee children in culturally diverse classrooms

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt

Standard

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

Harvard

Moldenhawer, B 2023, 'The role of emotions in educational work with asylum-seeking and refugee children in culturally diverse classrooms', Intercultural Education, bind 34, nr. 2, s. 166-179. https://doi.org/10.1080/14675986.2022.2146403

APA

Moldenhawer, B. (2023). The role of emotions in educational work with asylum-seeking and refugee children in culturally diverse classrooms. Intercultural Education, 34(2), 166-179. https://doi.org/10.1080/14675986.2022.2146403

Vancouver

Moldenhawer B. The role of emotions in educational work with asylum-seeking and refugee children in culturally diverse classrooms. Intercultural Education. 2023;34(2):166-179. https://doi.org/10.1080/14675986.2022.2146403

Author

Moldenhawer, Bolette. / The role of emotions in educational work with asylum-seeking and refugee children in culturally diverse classrooms. I: Intercultural Education. 2023 ; Bind 34, Nr. 2. s. 166-179.

Bibtex

@article{5d7c1257512142ba88c0fd81129e5159,
title = "The role of emotions in educational work with asylum-seeking and refugee children in culturally diverse classrooms",
abstract = "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, {\textquoteleft}what do emotions do{\textquoteright} and{\textquoteleft}how do emotions operate{\textquoteright} 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.",
keywords = "Faculty of Humanities, Asylum-seeking and refugee children, educational work, emotion management, the doing of emotion, Sara Ahmed",
author = "Bolette Moldenhawer",
year = "2023",
doi = "10.1080/14675986.2022.2146403",
language = "English",
volume = "34",
pages = "166--179",
journal = "Intercultural Education",
issn = "1467-5986",
publisher = "Routledge",
number = "2",

}

RIS

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