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Emotions in education policy : a social contract analysis of asymmetrical dyads and emotion
Like other academic fields, educational policy is being reviewed for the affective component. Analysis is occurring in two forms: (a) the affects of education policy on education, school leaders, teachers and student learning outcomes and (b) text analysis of specific education policies. This chapter explores the representation of emotions in education policy texts, drawing on a theory of social contracts (Rawolle & Vadeboncoeur, 2003; Yeatman, 1996) as a way to explore what is being conveyed to administrators and teachers. This chapter considers the way in which emotions are represented in education policy, through social contract analysis. Social contracts are underpinned by three underlying conditions: consent to be a part of a contract, points of renegotiation through the duration of the contract and mutual accountability to those involved.
History
Title of book
Emotion and school : understanding how the hidden curriculum influences relationships, leadership, teaching, and learningSeries
Advances in research on teaching; v. 18Chapter number
3Pagination
49 - 60Publisher
Emerald Group PublishingPlace of publication
Bingley, EnglandPublisher DOI
ISSN
1479-3687ISBN-13
9781781906521ISBN-10
1781906521Language
engNotes
Reproduced with the kind permission of the copyright owner. This article is © Emerald Group Publishing and permission has been granted for this version to appear here. Emerald does not grant permission for this article to be further copied/distributed or hosted elsewhere without the express permission from Emerald Group Publishing Limited.Publication classification
B1 Book chapter; B Book chapterCopyright notice
2013, EmeraldExtent
14Editor/Contributor(s)
M Newberry, A Gallant, P RileyUsage metrics
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