This inquiry considers the role of emotions and conflict in education practices which align with social justice. The classroom is a significant location to learn and practice resourceful responses to conflict and to the emotions that accompany conflict, and can itself be considered a site of conflict intervention. This research questions how U.S. educators can engage both conflicts and emotions in ways that strengthen educators' capacities to nourish learning and social change.
The researcher interviewed educators of adult learners, selecting those who are informed by conflict resolution and who seek to contribute to social justice through their teaching. Considering the grounded interpretations of these educators, this inquiry focuses on their efforts to engage emotions and conflicts in the classroom as well as the dilemmas raised when doing so. The analysis oscillates between the interpretations of the coparticipants and theory—particularly relying on the literatures of conflict transformation, feminist theories of emotions, and pedagogies of social justice.
While critical takes within the conflict field highlight how conflicts can open transformative change, the possibilities and limits of emotions' role in personal-systemic change has yet to be substantively considered. In contrast, feminists have a long history of considering the relationships between conflict, emotions, and social change. The inquiry brings feminist understandings of emotions into dialogue with conflict praxis in hopes of informing pedagogical practices. Further, this qualitative inquiry seeks to expand the concrete possibilities available for educators to engage the emotional sensibilities of learners during conflict, particularly considering how a “pedagogy of discomfort” can help integrate students' unsettling experiences into interpretations that can nourish learning and social change (Boler, 1999).
|Commitee:||Raffanti, Michael, Roy, Beth|
|School:||California Institute of Integral Studies|
|Department:||Humanities with a concentration in Transformative Learning and Change|
|School Location:||United States -- California|
|Source:||DAI-A 73/09(E), Dissertation Abstracts International|
|Subjects:||Pedagogy, Adult education, Peace Studies|
|Keywords:||Adult education, Conflict resolution, Emotional response, Higher education, Pedagogy, Social activism|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be