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• W305525526 abstract "Emotions constitute a key dimension in teachers’ lives (Schutz and Pekrun 2007; Schutz and Zembylas 2009;Zembylas 2005). Especially in times of change – demographic changes; social and cultural changes; largescale educational reforms – emotions seem to be further intensified (Van Veen and Sleegers 2006, 2009).Recent years have witnessed increasing multiculturalism and immigration in Europe, generating significantpopulation changes and essentially redefining the demographic map of European societies (Fortier 2005).While there has been increased interest among education scholars for engaging with issues of immigrationand multiculturalism in Europe, there has not been much interest in exploring how these changes areentangled with teachers’ emotions.The goal of this chapter is to describe and critically analyze the extent to which educational researchershave dealt with the emotional aspects of teachers’ lives in the midst of changes created by growing immigration and multiculturalism in Europe. Growing multiculturalism and immigration in Europe have createdimportant changes in both societies and schools. With an increasingly multicultural student population, theemotional demands for teachers to deal with the needs of a diverse classroom have become more complexand multifaceted (Kelchtermans et al. 2009). These demands are also accompanied by the need to respondto resulting inequities at both societal and educational level (Zembylas and Chubbuck 2009).Our purpose here is not to provide a comprehensive review of current literature on teacher emotionsand change as a result of growing multiculturalism and immigration in Europe, but rather to engage withimportant ideas that are present in the literature and with a few equally important ideas that are absent. Forthis purpose, we identify two ideas that we consider valuable: first, the political aspects of teachers’ emotions in negotiating growing diversity, a component that is present in the literature, and, second, thecontribution of a critical analysis of teachers’ emotions in teaching for social justice education, an aspectthat is absent. In this chapter, the term social justice education refers to those educational efforts thatinstigate and enact policies and pedagogical practices that will improve the learning and life opportunitiesof typically underserved students (Cochran-Smith 2004; Nieto 2000), while equipping and empowering allstudents to work for social justice in society (Kincheloe and Steinberg 1998). Multiple emotions attend thiseducational goal; studying and theorizing their role is much needed. Building on our previous theoreticalmodel of critical emotional praxis (Chubbuck and Zembylas 2008; Zembylas 2008), we engage withthe existing (rather limited) research on teachers’ emotions in times of growing multiculturalismand immigration in Europe and attempt to reconceptualize this discussion within an action-based, socialjustice-oriented frame." @default.
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• W305525526 date "2012-06-25" @default.
• W305525526 modified "2023-09-23" @default.
• W305525526 title "Growing immigration and multiculturalism in Europe: Teachers’ emotions and the prospects of social justice education" @default.
• W305525526 doi "https://doi.org/10.4324/9780203815564-19" @default.
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