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Teachers' emotions in super-diverse school settings.

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Title: Teachers' emotions in super-diverse school settings.
Authors: Karousiou, Christiana1, Hajisoteriou, Christina1, Angelides, Panayiotis1 Angelides.p@unic.ac.cy
Source: Pedagogy, Culture & Society. Jan2021, Vol. 29 Issue 1, p61-77. 17p.
Subject Terms: *Emotions, *Education policy, *Multicultural education, *Primary schools, *Primary education, Negotiation
Abstract: Emotions have a great impact upon teachers' daily practices and especially on the ways in which they understand and interpret educational policies. Teachers are the agents of social change; hence, their voices, views and emotions should not be ignored. This article investigates the ways in which teachers experience, negotiate and enact on the intercultural education policy, in super-diverse school settings. For the purposes of this research, we used the Cyprus educational system as our case study to perform interviews with 20 teachers of ten primary schools with high diverse profile. Research data revealed that teachers' emotions were constantly challenged and negotiated within culturally diverse school settings and had implications on their practices. Both contextual and professional factors were found to influence their emotional responses and consequently affected the way and degree to which teachers comprehend, amend, perceive and enact on intercultural education. [ABSTRACT FROM AUTHOR]
Copyright of Pedagogy, Culture & Society is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Teachers' emotions in super-diverse school settings.
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  Data: <searchLink fieldCode="AR" term="%22Karousiou%2C+Christiana%22">Karousiou, Christiana</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Hajisoteriou%2C+Christina%22">Hajisoteriou, Christina</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Angelides%2C+Panayiotis%22">Angelides, Panayiotis</searchLink><relatesTo>1</relatesTo><i> Angelides.p@unic.ac.cy</i>
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  Data: <searchLink fieldCode="JN" term="%22Pedagogy%2C+Culture+%26+Society%22">Pedagogy, Culture & Society</searchLink>. Jan2021, Vol. 29 Issue 1, p61-77. 17p.
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  Data: *<searchLink fieldCode="DE" term="%22Emotions%22">Emotions</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+policy%22">Education policy</searchLink><br />*<searchLink fieldCode="DE" term="%22Multicultural+education%22">Multicultural education</searchLink><br />*<searchLink fieldCode="DE" term="%22Primary+schools%22">Primary schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Primary+education%22">Primary education</searchLink><br /><searchLink fieldCode="DE" term="%22Negotiation%22">Negotiation</searchLink>
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  Label: Abstract
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  Data: Emotions have a great impact upon teachers' daily practices and especially on the ways in which they understand and interpret educational policies. Teachers are the agents of social change; hence, their voices, views and emotions should not be ignored. This article investigates the ways in which teachers experience, negotiate and enact on the intercultural education policy, in super-diverse school settings. For the purposes of this research, we used the Cyprus educational system as our case study to perform interviews with 20 teachers of ten primary schools with high diverse profile. Research data revealed that teachers' emotions were constantly challenged and negotiated within culturally diverse school settings and had implications on their practices. Both contextual and professional factors were found to influence their emotional responses and consequently affected the way and degree to which teachers comprehend, amend, perceive and enact on intercultural education. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Pedagogy, Culture & Society is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1080/14681366.2019.1685568
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      – Code: eng
        Text: English
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      – SubjectFull: Emotions
        Type: general
      – SubjectFull: Education policy
        Type: general
      – SubjectFull: Multicultural education
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      – SubjectFull: Primary schools
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      – SubjectFull: Primary education
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      – SubjectFull: Negotiation
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              M: 01
              Text: Jan2021
              Type: published
              Y: 2021
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