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The Emotional Geographies of Teachers’ Relations with Colleagues

Item

Title
The Emotional Geographies of Teachers’ Relations with Colleagues
Abstract/Description
This chapter examines the emotional dynamics of teachers’ relations with their colleagues by using the concept and theoretical framework of emotional geographies: one that is original to social science as well as educational research. The analysis is based on responses to interviews with 53 Canadian elementary and secondary teachers that included teachers’ descriptions about critical incidents of an emotionally positive and negative nature involving their colleagues. A major finding is that when teachers work together, they value appreciation and acknowledgement as well as personal support and acceptance, but tend to avoid disagreement and conflict, whether they regard themselves as close friends or as more distant colleagues. It is argued that this significantly impedes the opportunities for improvement.
Author/creator
Hargreaves, Andy
Date
2001
In publication
International Journal of Educational Research
Volume
35
Issue
5
Pages
503-527
Resource type
en Research/Scholarly Media
Resource status/form
en Published Text
Scholarship genre
en Empirical
Language
en
Open access/full-text available
en No
Peer reviewed
en Yes
ISSN
0883-0355
DOI
10.1016/S0883-0355(02)00006-X
URL
Official Publisher's Webpage (ScienceDirect)
Citation
Hargreaves, A. (2001). The Emotional Geographies of Teachers’ Relations with Colleagues. International Journal of Educational Research, 35(5), 503–527. https://doi.org/10.1016/S0883-0355(02)00006-X
Abbreviation
International Journal of Educational Research
Item sets
OB Citations: Teacher Collaboration in School Improvement

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