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ERIC Number: EJ949818
Record Type: Journal
Publication Date: 2012
Pages: 19
Abstractor: As Provided
Reference Count: 30
ISBN: N/A
ISSN: ISSN-0141-1926
Discomforting Pedagogies: Emotional Tensions, Ethical Dilemmas and Transformative Possibilities
Zembylas, Michalinos; McGlynn, Claire
British Educational Research Journal, v38 n1 p41-59 2012
This article examines the potential and limitations of pedagogy of discomfort in a classroom of 10- and 11-year-old students of an integrated school in Northern Ireland. At the centre of the analysis are the students' and the teacher's emotional experiences and the resulting consequences when a discomforting pedagogical activity (an adaptation of the classic "Blue-Eyed, Brown-Eyed" exercise) is implemented to teach students about social injustice. The theoretical framework that informs this investigation is grounded in the notion of "pedagogy of discomfort". A qualitative, ethnographic perspective forms the basis for the data collection and analysis. The findings show that the pedagogical exercise does not have the same impact on all participants, yet it contains several risks, most notably those of differential power and privilege between teacher and students and the ethical implications of putting some children (even temporarily) in a disadvantaged place. The implications are discussed in terms of teaching and learning through discomfort. (Contains 7 notes.)
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 - Evaluative
Education Level: Elementary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Northern Ireland)