Acknowledging the affective in higher education
Beard, Colin, Clegg, Sue and Smith, Karen (2007) Acknowledging the affective in higher education. British Educational Research Journal, 33 (2). pp. 235-252. ISSN 0141-1926 (Print), 1469-3518 (Online) (doi:10.1080/01411920701208415)Full text not available from this repository.
This article argues that we need richer conceptions of students as affective and embodied selves and a clearer theorisation of the role of emotion in educational encounters. These areas are currently under‐researched and under‐theorised in higher education. The first part of the article explores the literature on emotion. The second reports on a case study which aimed to map students' emotional journeys over their first year at university. These data highlight the importance of relationships, students' changing emotions over the year, their perceptions of their academic studies and understandings of life at university. The article concludes that it is important to understand the affective dimension in pedagogic encounters and the lifeworld of students, and that it is possible to do so without a collapse into therapeutic discourses.
|Additional Information:||British Educational Research Journal is the official journal of the British Educational Research Association (BERA).|
|Uncontrolled Keywords:||emotion, higher education, students|
|Subjects:||B Philosophy. Psychology. Religion > BF Psychology|
L Education > LB Theory and practice of education > LB2300 Higher Education
|School / Department / Research Groups:||School of Education|
Faculty of Education & Health > School of Education
School of Education > Education Research Group
Faculty of Education & Health > School of Education > Education Research Group
Faculty of Education & Health
|Last Modified:||21 Jul 2015 16:20|
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