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Beyond 'emotional literacy' in feminist and educational research.

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Title: Beyond 'emotional literacy' in feminist and educational research.
Authors: Burman, Erica (AUTHOR)
Source: British Educational Research Journal. Feb2009, Vol. 35 Issue 1, p137-155. 19p.
Subjects: Education research, Feminism, Feminism & education, Emotional intelligence, Social integration, Educational psychology
Abstract: Educational research has a long history of engagement with emotions. Together with feminist research, it has championed the legitimacy of research approaches that not only admit but also analyse researcher reflexivity. The article's author cautions against subscription to emerging cultural discourses promoting the validity and expression of emotions--distinguishing between a feminist agenda and appropriations of a pseudo-feminist discourse that now permeate neo-liberal governmentality. First, the article analyses the assumptions underlying the 'emotional literacy' paradigm, before, secondly, addressing some specifically educational developments related to the shift towards 'life span' and 'lifelong learning' within university assessment strategies in the form of 'personal development profiles'. It is argued that we need to attend very closely to the epithet 'emotional literacy' as a process of schooling for the production of discourse about emotion, rather than the discovery or recognition of some essential inner, individual feelings. Rather than becoming literate about emotions, the task is to analyse the models of writing emotions in circulation. The article finishes with some more general policy connections that underscore the broader political agendas served by the 'emotional' turn. [ABSTRACT FROM AUTHOR]
Copyright of British Educational Research Journal is the property of Wiley-Blackwell 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: Psychology and Behavioral Sciences Collection
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  Data: Beyond 'emotional literacy' in feminist and educational research.
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  Data: <searchLink fieldCode="AR" term="%22Burman%2C+Erica%22">Burman, Erica</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22British+Educational+Research+Journal%22">British Educational Research Journal</searchLink>. Feb2009, Vol. 35 Issue 1, p137-155. 19p.
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  Data: <searchLink fieldCode="DE" term="%22Education+research%22">Education research</searchLink><br /><searchLink fieldCode="DE" term="%22Feminism%22">Feminism</searchLink><br /><searchLink fieldCode="DE" term="%22Feminism+%26+education%22">Feminism & education</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+intelligence%22">Emotional intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Social+integration%22">Social integration</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+psychology%22">Educational psychology</searchLink>
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  Data: Educational research has a long history of engagement with emotions. Together with feminist research, it has championed the legitimacy of research approaches that not only admit but also analyse researcher reflexivity. The article's author cautions against subscription to emerging cultural discourses promoting the validity and expression of emotions--distinguishing between a feminist agenda and appropriations of a pseudo-feminist discourse that now permeate neo-liberal governmentality. First, the article analyses the assumptions underlying the 'emotional literacy' paradigm, before, secondly, addressing some specifically educational developments related to the shift towards 'life span' and 'lifelong learning' within university assessment strategies in the form of 'personal development profiles'. It is argued that we need to attend very closely to the epithet 'emotional literacy' as a process of schooling for the production of discourse about emotion, rather than the discovery or recognition of some essential inner, individual feelings. Rather than becoming literate about emotions, the task is to analyse the models of writing emotions in circulation. The article finishes with some more general policy connections that underscore the broader political agendas served by the 'emotional' turn. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of British Educational Research Journal is the property of Wiley-Blackwell 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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        Value: 10.1080/01411920802041848
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      – SubjectFull: Education research
        Type: general
      – SubjectFull: Feminism
        Type: general
      – SubjectFull: Feminism & education
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      – SubjectFull: Emotional intelligence
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      – SubjectFull: Social integration
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      – SubjectFull: Educational psychology
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              Text: Feb2009
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