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ERIC Number: EJ977952
Record Type: Journal
Publication Date: 2012
Pages: 17
Abstractor: As Provided
Reference Count: 54
ISBN: N/A
ISSN: ISSN-0159-6306
Effective or Affective Schools? Technological and Emotional Discourses of Educational Change
Williamson, Ben
Discourse: Studies in the Cultural Politics of Education, v33 n3 p425-441 2012
British schools have been positioned by recent educational policy discourses as sites of innovation and transformation in new technological contexts, but more recent concerns about well-being suggest a more "affective turn" in educational policy-making. This article provides an analysis of a project which has explored the ways in which schools are being re-imagined as spaces of effective technology-centredness, as well as sites for more emotional or affective child-centredness. I argue that far from being mutually exclusive categories, these technology-centred and child-centred orientations are conjoined in what I call "high-touch-tech" discourse where the "effective" and the "affective" are mutually constitutive. Finally, I situate these changes as consequent upon "emotion management" in work and social life, and suggest that an implication of the new policy focus on well-being for schools will be their requirement to perform "affect management."
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: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States