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Emotion in UK primary schools: Silenced voices in a performance driven culture?

Saunders, Janet

Emotion in UK primary schools: Silenced voices in a performance driven culture? Thumbnail


Authors

Janet Saunders



Abstract

The change in the education system over the last 30 years has altered what it means to be a teacher. Current literature suggests the present focus is on performance and targets (Ball, 2003) and the central remit is to produce desired outcomes in an input/output education system. Critics have argued (Hargreaves, 1998) that teaching is an emotional practice but this largely goes unrecognised and therefore may not be considered whilst expecting teachers to improve standards. The problem that has arisen is that teaching has been acknowledged as involving a large amount of emotion on the one hand, but on the other, the technical discourse of the current educational system determines that this is underplayed in favour of accountability and performance. As such, teachers are left with no emotional voice, which is significant in how they reflect about their practice, and grow professionally.

Thesis Type Thesis
Acceptance Date Feb 5, 2015
Publicly Available Date Jun 6, 2019
Keywords emotion, primary schools, UK
Public URL https://uwe-repository.worktribe.com/output/838681
Award Date Nov 1, 2016

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