A Queer Politics of Emotion: Reimagining Sexualities and Schooling

Autor/inn/en	Neary, Aoife; Gray, Breda; O'Sullivan, Mary
Titel	A Queer Politics of Emotion: Reimagining Sexualities and Schooling
Quelle	In: Gender and Education, 28 (2016) 2, S.250-265 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2015.1114074
Schlagwörter	Foreign Countries; Homosexuality; Psychological Patterns; Phenomenology; Politics of Education; Inclusion; Affective Behavior; Ireland + Suchen Sie Ihr Suchwort? Ausland; Homosexualität; Phenomenological psychology; Phänomenologie; Psychologie; Educational policy; Bildungspolitik; Inklusion; Affective disturbance; Active behaviour; Affektive Störung; Irland
Abstract	This paper draws together [Hochschild's (1979) "Emotion Work, Feeling Rules and Social Structure." "American Journal of Sociology" 85: 551-575; (1983) "The Managed Heart: Commercialisation of Human Feeling." London: University of California Press] concepts of "emotional labour" and "feeling rules" with Ahmed's "affective economies" [(2004a) "The Cultural Politics of Emotion". New York: Routledge; (2004b) "Affective Economies." "Social Text" 22 (2): 117-139; (2008) "Sociable Happiness. Emotion, Space and Society" 1: 10-3; (2010) "The Promise of Happiness." Durham: Duke University Press] and "queer phenomenology" [(2006a) "Queer Phenomenology: Orientations, Objects, Others." London: Duke University Press; (2006b) "Orientations: Towards a Queer Phenomenology." "GLQ: A Journal of Gay and Lesbian Studies" 12 (4): 543-574] as a way to address wider questions about sexuality and schooling. It highlights the value of the everyday politics of emotion for elucidating and clarifying the specificities, pertinence and complementarities of Hochschild's and Ahmed's work for reimagining the relationship between sexualities and schooling. The combination of their approaches allows for a focus on the individual, bodily management of emotions while demonstrating the connectedness of bodies and spaces. It enables disruption of "inclusive" and "progressive" educational approaches that leave heterosexuality uninterrupted and provides insight into how power works in and across the bodies, discourses, practices, relations and spaces of schools to maintain a collective orientation towards heterosexuality. It also counters linear narratives of progressive change, elucidating how change is a hopeful but messy process of simultaneous constraint, transgression and transformation. Key moments from a three-year study with lesbian, gay, bisexual, transgender and queer (LGBT-Q) teachers entering into civil partnerships in Ireland serve as exploratory examples of the theoretical ideas put forward in this paper. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01