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ERIC Number: EJ858154
Record Type: Journal
Publication Date: 2009-Aug
Pages: 12
Abstractor: As Provided
Reference Count: 54
ISBN: N/A
ISSN: ISSN-1356-2517
Gender/ed Discourses and Emotional Sub-Texts: Theorising Emotion in UK Higher Education
Leathwood, Carole; Hey, Valerie
Teaching in Higher Education, v14 n4 p429-440 Aug 2009
This 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. (Contains 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom