Exploring How Teachers' Emotions Interact with Intercultural Texts: A Psychoanalytic Perspective

Autor/in	Shim, Jenna Min
Titel	Exploring How Teachers' Emotions Interact with Intercultural Texts: A Psychoanalytic Perspective
Quelle	In: Curriculum Inquiry, 42 (2012) 4, S.472-496 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0362-6784
DOI	10.1111/j.1467-873X.2012.00606.x
Schlagwörter	Foreign Countries; Story Telling; Middle School Teachers; Secondary School Teachers; English Teachers; English (Second Language); Second Language Instruction; Emotional Response; Teacher Response; Values; Reliability; Mental Health; Integrity; Psychiatry; Data Analysis; Multicultural Education; Cultural Differences; Canada; China; South Korea; United States + Suchen Sie Ihr Suchwort? Ausland; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; English language lessons; Englischunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Emotionales Verhalten; Lehrerkommentar; Wertbegriff; Reliabilität; Psychohygiene; Integrität; Psychiatrie; Auswertung; Multikulturelle Erziehung; Kultureller Unterschied; Kanada; Korea; Republik; USA
Abstract	A major goal of this study was to inquire into and gain an understanding of teachers' emotional responses to cultural differences by investigating how teachers handle stories with intercultural themes. The broader goal was to inquire into teachers' emotional lives that though not necessarily visible to them, nonetheless affect what they perceive as necessary factors in productive intercultural relations and multicultural education. Given such goals, the study is grounded in psychoanalytic theory (Lacan, 1949/2004). The study also employs postcolonial theory (Bhabha, 1999, 2005; Said, 1994) which attends to the dynamics of the intercultural relations and discourse of difference to complement psychoanalytic theory in the data analysis. The conclusion suggests future directions for the psychoanalysis of education of teachers in increasingly diverse societies and schools. In the final section, the author takes into account the nature of the countertransference to question the emotional life of the researcher and how in the data analysis she, too, is affected by her own emotions. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10