Alterity and Emotions : Heterogeneous Learning Conditions and Embodiment

• According to the phrase ‘meet the learners where they are’, learning depends on a learner’s personal, social and cultural preconditions. In a classroom, an unforeseeable, broad variety of emotions is triggered in each pupil, such as the dream of acting without constraint, as well as experiences of alterity, even of violence. These attributes, thoughts and emotions mostly stay inside the body—hidden, overshadowed, repressed and tacit. Classroom education strives more explicitly to integrate the learner into a social group and culture, and then it usually addresses normalization and adaptation to given social rules. Considering emotions as well as practices of embodiment in learning situations, offers a way to give pupils freedom to make decisions for their own lives in educational contexts.

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Pedagogik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Pedagogy (hsv//eng)

Nyckelord

Tacit knowledge

Egalitarian difference

Equal freedom and difference

Educational Science

pedagogik med inriktning mot utbildningsvetenskap

Publikations- och innehållstyp

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