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Gender/ed discourses and emotional sub-texts: Theorising emotion in UK higher education
journal contribution
posted on 2023-06-08, 04:47 authored by Carole Leathwood, Valerie HeyThis article engages with contemporary debates about the absence/ presence of emotion in higher education. UK higher education has traditionally been constructed as an emotion-free zone, reflecting the dominance of Cartesian dualism with its rational/emotional, mind/body, male/female split. This construction has been challenged in recent years by the incursion of 'new students' into the academy, requirements to offer enhanced student support, and new neo-liberal employability/ personal skills agendas. At the same time, theories on the significance of the emotions in education are gaining prominence, e.g. in relation to debates about 'emotional intelligence'. This renewed emphasis on emotion, however, has also been constructed as a dangerous and regressive example of the growing 'therapy culture' in universities. Drawing on the rich tradition of sociological and psycho-social work on the affective, our concern is to further the theorisation of the place of emotion in higher education.
History
Publication status
- Published
Journal
Teaching in Higher EducationISSN
1356-2517Publisher
RoutledgeExternal DOI
Issue
4Volume
14Page range
429-440Pages
12.0Department affiliated with
- Education Publications
Full text available
- No
Peer reviewed?
- Yes
Legacy Posted Date
2012-02-06Usage metrics
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