Discomforting Pedagogies: Emotional Tensions, Ethical Dilemmas and Transformative Possibilities

Autor/inn/en	Zembylas, Michalinos; McGlynn, Claire
Titel	Discomforting Pedagogies: Emotional Tensions, Ethical Dilemmas and Transformative Possibilities
Quelle	In: British Educational Research Journal, 38 (2012) 1, S.41-59 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1080/01411926.2010.523779
Schlagwörter	Foreign Countries; Emotional Experience; Learning Activities; Social Justice; Elementary School Students; Elementary School Teachers; Instructional Effectiveness; Ethics; United Kingdom (Northern Ireland) + Suchen Sie Ihr Suchwort? Ausland; Lernaktivität; Soziale Gerechtigkeit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Unterrichtserfolg; Ethik
Abstract	This article examines the potential and limitations of pedagogy of discomfort in a classroom of 10- and 11-year-old students of an integrated school in Northern Ireland. At the centre of the analysis are the students' and the teacher's emotional experiences and the resulting consequences when a discomforting pedagogical activity (an adaptation of the classic "Blue-Eyed, Brown-Eyed" exercise) is implemented to teach students about social injustice. The theoretical framework that informs this investigation is grounded in the notion of "pedagogy of discomfort". A qualitative, ethnographic perspective forms the basis for the data collection and analysis. The findings show that the pedagogical exercise does not have the same impact on all participants, yet it contains several risks, most notably those of differential power and privilege between teacher and students and the ethical implications of putting some children (even temporarily) in a disadvantaged place. The implications are discussed in terms of teaching and learning through discomfort. (Contains 7 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10