Gender/ed discourses and emotional sub-texts: theorising emotion in UK higher education
Year: 2009
Type: article
Abstract: This article engages with contemporary debates about the absence/presence of emotion in higher education. UK higher education has traditionally been constructed as an emotion-free zone, reflecting the dominance of Cartesian dualism with its rational/emotional, mind/body, male/female split. This construction has been challenged in recent years by the incursion of ‘new students’ into the academy, requirements to offer enhanced student support, and new neo-liberal employability/personal skills agendas. At the same time, theories on the significance of the emotions in education are gaining prominence, e.g. in relation to debates about ‘emotional intelligence’. This renewed emphasis on emotion, however, has also been constructed as a dangerous and regressive example of the growing ‘therapy culture’ in universities. Drawing on the rich tradition of sociological and psycho-social work on the affective, our concern is to further the theorisation of the place of emotion in higher education.
Source: Teaching in Higher Education
Authors: Carole Leathwood, Valerie Hey
Institutions: London Metropolitan University, University of Sussex
Language: English
Subfield: Gender Studies
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1986301137