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

Saunders, Janet

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.

Citation

Saunders, J. (in press). Emotion in UK primary schools: Silenced voices in a performance driven culture?. (Thesis). University of the West of England. Retrieved from https://uwe-repository.worktribe.com/output/838681

• 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