How (Not) to Feel: Culture and the Politics of Emotion in the American Parenting Advice Literature

Autor/in	Hoffman, Diane M.
Titel	How (Not) to Feel: Culture and the Politics of Emotion in the American Parenting Advice Literature
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 30 (2009) 1, S.15-31 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
Schlagwörter	Child Rearing; Child Behavior; Values; Parent Child Relationship; Parent Role; Emotional Intelligence; Literature Reviews; Socialization; Psychological Patterns; Instruction; Parents as Teachers; Self Expression; Cultural Context; Behavior Modification; United States + Suchen Sie Ihr Suchwort? Kindererziehung; Wertbegriff; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Parental role; Elternrolle; Emotionale Intelligenz; Socialisation; Sozialisation; Teaching process; Unterrichtsprozess; Ausdruck; Behaviour modification; Verhaltensänderung; USA
Abstract	This interpretive critique of the US parenting advice literature explores the underlying cultural values and assumptions concerning emotion and power that are revealed in discourses on child behavior management. The analysis reveals a clear emphasis on the pedagogical and therapeutic role of an emotionally knowledgeable parent in relation to a deficient child. Parents are supposed to teach the child how to handle negative emotions through explicit strategies such as labeling, verbalization, and therapeutic listening, many of which are imbued with cultural and class bias. While emotions appear to be valued, the underlying subtext is one of emotional control and disengagement. The discourse can be read as a window on a contemporary politics of emotion in which freedom of expression and regulation of the self exist in uneasy tension, and in which emotions represent a dangerous terrain of social dis/order. (Contains 8 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10