Teachers’ tears and the affective geography of the classroom

Emotions Matter

“…He found that negative emotions about gender issues are hegemonic on account of today's configurations of human relations in physical education teacher education, because the feeling rules of physical education construct "negative emotions" as being reasonable (247). At a symposium held at the London Institute of Education in 2008, issues related to emotional geographies of education were extensively discussed, including the emotional landscape of class relationships in inner city schools (Reay 2008), the emotional geography of contemporary classrooms (Watkins 2008), and how the physical spaces of different types of schools are implicated in creating recognizable student subjectivities and demarcating belonging and exclusion (Nairn 2008).…”

Emociones y procesos educativos en el aula: una revisión narrativa

“…La revisión sobre el vínculo entre prácticas de enseñanza-aprendizaje y emociones arroja diversos estudios al mismo tiempo que evidencia la escasez de investigaciones sobre el vínculo entre emociones y prácticas de evaluación educativa. Las investigaciones seleccionadas y revisadas se agrupan en dos; por una parte, las de carácter teórico, argumentativo y reflexivo, con base en investigaciones, experiencias y teorías, con resultados positivos para estas prácticas en el aula (Babab, 2007;Fried, 2011;Goran & Negoescu, 2015;Hargreaves, 1998;2001a;2001b;Sutton & Harper, 2009;Sutton & Wheatley, 2003;Watkins, 2011). Por otra parte, los resultados de investigaciones cuali y cuantitativas que indican la necesidad de integrar emociones y prácticas pedagógicas (Berger et al, 2014;Finch, Peacock, Lazdowski & Hwang, 2015;Frenzel, Goetz, Lüdtke, Pekrun & Sutton, 2009;Goetz, Lüdtke, Nett, Keller & Lipnevich, 2013;Zembylas, 2004).…”

Pedagogy of nation: A concept and method to research nationalism in young children’s institutional lives

“…Thus, the physical environment in institutional settings also carries non-human didactic means. Their object-human relations can thus also promote learning that might complement acts of the human teacher (Watkins, 2011(Watkins, , 2015(Watkins, , 2017. Human and non-human didactic means function as a continuous directive, or corrective, within the social space.…”

“…I develop the concept of 'pedagogy of nation' by drawing on Watkins (2011Watkins ( , 2015Watkins ( , 2017, Wetherell (2015) and Ahmed's (2004) work. Since my interest is to outline what educative processes learning the nation entails, I rely more on Watkins's work that focuses on cultural habituation, and teaching and learning relations.…”