Terror Management Theory and the Educational Situation

Autor/inn/en	Van Kessel, Cathryn; Den Heyer, Kent; Schimel, Jeff
Titel	Terror Management Theory and the Educational Situation
Quelle	In: Journal of Curriculum Studies, 52 (2020) 3, S.428-442 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Van Kessel, Cathryn) ORCID (Den Heyer, Kent)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2019.1659416
Schlagwörter	Intergroup Relations; Fear; World Views; Conflict; Multicultural Education; Cultural Pluralism; Educational Strategies; Educational Theories; Social Psychology; Metacognition; Death; Anxiety; Social Theories; Critical Theory; Emotional Response; Resistance (Psychology) + Suchen Sie Ihr Suchwort? Intergruppenbeziehungen; Furcht; World view; Weltanschauung; Konflikt; Multikulturelle Erziehung; Kulturpluralismus; Lehrstrategie; Educational theory; Theory of education; Bildungstheorie; Sozialpsychologie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Sterbefall; Tod; Todesfall; Angst; Gesellschaftstheorie; Kritische Theorie; Emotionales Verhalten; Resistenz
Abstract	How might we teach more successfully towards better relations between and among social groups? Recognizing factors that limit rapprochement with those with divergent worldviews has been a perennial concern for education research. However, more research is needed to understand how feelings of conflict arise, and thus this paper discusses terror management theory (TMT) as a generative theoretical framework for engaging with conflicting perspectives in classrooms and beyond. An awareness of existential processes that impact teaching and learning provides an opportunity to engage with divergent worldviews in a way that mitigates hostile responses. TMT can assist our understandings of the psychological process of worldview threat with the hope that we might better metacognitively anticipate our threat and defence cycles. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01