Multicultural education as an emotional situation. Practice encountering the unexpected in teacher education.

Autor/in	Shim, Jenna Min
Titel	Multicultural education as an emotional situation. Practice encountering the unexpected in teacher education.
Quelle	In: Journal of curriculum studies, 46 (2014) 1, S. 116-137Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2013.834076
Schlagwörter	Emotion; Erinnerung; Psychoanalyse; Lehrer; Lehrerbildung; Multikulturelle Erziehung
Abstract	Juxtaposing the concepts of screen memory, counter-transference and the holding environment within psychoanalytic theory, this essay explores the author's emotional experience, who begins the exploration by asking several questions. What happens to a teacher's emotional world and her consciousness in the process of trying to shift students' consciousness in multicultural education? What is the psychical consequence for teachers of colour who must listen to racist discourse as a precondition to convincing those to do otherwise? How does a teacher's emotional world influence student learning and development of critical consciousness? In working through her emotional response aroused by the students' questions in her multicultural education classes, the author discusses the importance of a conversation between psychoanalysis and critical multicultural pedagogies and why the conversation matters.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2014/2