Emotion work and feeling rules of engaging with newly arrived children in comprehensive schools in Denmark

Publikation: KonferencebidragKonferenceabstrakt til konferenceForskningfagfællebedømt

Standard

Emotion work and feeling rules of engaging with newly arrived children in comprehensive schools in Denmark. / Moldenhawer, Bolette.

2019. Abstract fra Congrès International de L'AREF, Bordeaux, Frankrig.

Publikation: KonferencebidragKonferenceabstrakt til konferenceForskningfagfællebedømt

Harvard

Moldenhawer, B 2019, 'Emotion work and feeling rules of engaging with newly arrived children in comprehensive schools in Denmark', Congrès International de L'AREF, Bordeaux, Frankrig, 03/07/2019 - 05/07/2019.

APA

Moldenhawer, B. (2019). Emotion work and feeling rules of engaging with newly arrived children in comprehensive schools in Denmark. Abstract fra Congrès International de L'AREF, Bordeaux, Frankrig.

Vancouver

Moldenhawer B. Emotion work and feeling rules of engaging with newly arrived children in comprehensive schools in Denmark. 2019. Abstract fra Congrès International de L'AREF, Bordeaux, Frankrig.

Author

Moldenhawer, Bolette. / Emotion work and feeling rules of engaging with newly arrived children in comprehensive schools in Denmark. Abstract fra Congrès International de L'AREF, Bordeaux, Frankrig.

Bibtex

@conference{3acf4be6ef0e4a49bd15e605adcd0768,
title = "Emotion work and feeling rules of engaging with newly arrived children in comprehensive schools in Denmark",
abstract = "This paper examines the common features of emotion work among preschool and schoolteachers engaging with newly arrived children in comprehensive schools in Denmark. Using empirical data based on classroom observations and interviews in both mainstream classrooms and transitional classroom with newly arrived children, the analytical attention is on the situated practices of personal, social and professional feeling rules of engaging, and the causes, motivations and attitudes associated to these practices. The investigation is informed by a micro-sociological approach, and theoretically grounded in the Bolton and Boyd’s moving on from Hochschild’s concept of emotional labour to the notion of situated emotion work. The finding shows that the pedagogical work of emotion is framed by both the school’s approach to the distribution of students, and the varying situated feeling rules of engaging with newly arrived children.",
keywords = "Faculty of Humanities, Emotion work, Feeling rules of engaging, Newly arrived children, Comprehensive schools in Denmark, Micro-sociological approach",
author = "Bolette Moldenhawer",
year = "2019",
language = "English",
note = "null ; Conference date: 03-07-2019 Through 05-07-2019",
url = "https://aref2019.sciencesconf.org",

}

RIS

TY - ABST

T1 - Emotion work and feeling rules of engaging with newly arrived children in comprehensive schools in Denmark

AU - Moldenhawer, Bolette

PY - 2019

Y1 - 2019

N2 - This paper examines the common features of emotion work among preschool and schoolteachers engaging with newly arrived children in comprehensive schools in Denmark. Using empirical data based on classroom observations and interviews in both mainstream classrooms and transitional classroom with newly arrived children, the analytical attention is on the situated practices of personal, social and professional feeling rules of engaging, and the causes, motivations and attitudes associated to these practices. The investigation is informed by a micro-sociological approach, and theoretically grounded in the Bolton and Boyd’s moving on from Hochschild’s concept of emotional labour to the notion of situated emotion work. The finding shows that the pedagogical work of emotion is framed by both the school’s approach to the distribution of students, and the varying situated feeling rules of engaging with newly arrived children.

AB - This paper examines the common features of emotion work among preschool and schoolteachers engaging with newly arrived children in comprehensive schools in Denmark. Using empirical data based on classroom observations and interviews in both mainstream classrooms and transitional classroom with newly arrived children, the analytical attention is on the situated practices of personal, social and professional feeling rules of engaging, and the causes, motivations and attitudes associated to these practices. The investigation is informed by a micro-sociological approach, and theoretically grounded in the Bolton and Boyd’s moving on from Hochschild’s concept of emotional labour to the notion of situated emotion work. The finding shows that the pedagogical work of emotion is framed by both the school’s approach to the distribution of students, and the varying situated feeling rules of engaging with newly arrived children.

KW - Faculty of Humanities

KW - Emotion work

KW - Feeling rules of engaging

KW - Newly arrived children

KW - Comprehensive schools in Denmark

KW - Micro-sociological approach

M3 - Conference abstract for conference

Y2 - 3 July 2019 through 5 July 2019

ER -

ID: 224897045