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ERIC Number: EJ920283
Record Type: Journal
Publication Date: 2011-May
Pages: 15
Abstractor: As Provided
Reference Count: 59
ISBN: N/A
ISSN: ISSN-1389-2843
Revisiting Emotional Geographies: Implications for Family Engagement and Education Policy in the United States
Evans, Michael P.
Journal of Educational Change, v12 n2 p241-255 May 2011
From 2000 to 2001, Andy Hargreaves produced a series of publications introducing the concept of distinctive emotional geographies of teaching. The concept addressed how teacher emotions are situated within the context of their work and influence interactions with students, colleagues, administrators, and families. Hargreaves contended that understanding the emotional geographies of teachers would help build stronger relationships among stakeholders. He also predicted that educational policies centered on accountability that fail to develop commitments from families and communities threatened to exacerbate preexisting tensions. Ten years later, Hargreaves' prescient observations provide important insights on the challenges encountered by the No Child Left Behind Act and implications for policy proposals being entertained during the reauthorization of the Elementary and Secondary Education Act in the United States. This article revisits the concept of emotional geographies, utilizes its conceptual framework to examine policy efforts focused on the issue of family engagement, and offers recommendations for new directions in educational policy.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act; No Child Left Behind Act 2001