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ERIC Number: EJ1093519
Record Type: Journal
Publication Date: 2016
Pages: 16
Abstractor: As Provided
ISSN: ISSN-0954-0253
A Queer Politics of Emotion: Reimagining Sexualities and Schooling
Neary, Aoife; Gray, Breda; O'Sullivan, Mary
Gender and Education, v28 n2 p250-265 2016
This paper draws together [Hochschild's (1979) "Emotion Work, Feeling Rules and Social Structure." "American Journal of Sociology" 85: 551-575; (1983) "The Managed Heart: Commercialisation of Human Feeling." London: University of California Press] concepts of "emotional labour" and "feeling rules" with Ahmed's "affective economies" [(2004a) "The Cultural Politics of Emotion". New York: Routledge; (2004b) "Affective Economies." "Social Text" 22 (2): 117-139; (2008) "Sociable Happiness. Emotion, Space and Society" 1: 10-3; (2010) "The Promise of Happiness." Durham: Duke University Press] and "queer phenomenology" [(2006a) "Queer Phenomenology: Orientations, Objects, Others." London: Duke University Press; (2006b) "Orientations: Towards a Queer Phenomenology." "GLQ: A Journal of Gay and Lesbian Studies" 12 (4): 543-574] as a way to address wider questions about sexuality and schooling. It highlights the value of the everyday politics of emotion for elucidating and clarifying the specificities, pertinence and complementarities of Hochschild's and Ahmed's work for reimagining the relationship between sexualities and schooling. The combination of their approaches allows for a focus on the individual, bodily management of emotions while demonstrating the connectedness of bodies and spaces. It enables disruption of "inclusive" and "progressive" educational approaches that leave heterosexuality uninterrupted and provides insight into how power works in and across the bodies, discourses, practices, relations and spaces of schools to maintain a collective orientation towards heterosexuality. It also counters linear narratives of progressive change, elucidating how change is a hopeful but messy process of simultaneous constraint, transgression and transformation. Key moments from a three-year study with lesbian, gay, bisexual, transgender and queer (LGBT-Q) teachers entering into civil partnerships in Ireland serve as exploratory examples of the theoretical ideas put forward in this paper.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ireland
Grant or Contract Numbers: N/A