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Wood, P and Malone, E (2024) Gendering Emotions Work in Primary Schools: “Effortless” or “Important”? Journal of Research in Childhood Education. pp. 1-14. ISSN 0256-8543
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Abstract
Emotions work, such as relational pedagogical approaches to teaching, and more targeted interventions designed to enhance children’s social and emotional skills, known as competence promotion approaches, is now a central aspect of primary schooling. Yet, whilst evidence is forthcoming in terms of the content, focus and effectiveness of some aspects of this work, research investigating the explicit teaching of social and emotional skills has largely remained ‘gender blind’. This article, drawing on interview and focus group data gathered from primary school staff members engaged in emotions work, fills this void in the research in demonstrating how gendered narratives inform not only the roles and responsibilities of staff undertaking this type of work, but the value placed upon it. The findings show how gender dualistic positions were adopted by school staff, with the emotions work performed by women aligned with the roles of a mother, nurturer and caregiver and thus deemed as ‘effortless’, whilst men mainly performed the role of ‘disciplinarian’ and deemed such work as ‘important’ in their position as a male role model. The implications of such gendering of emotions work in primary schools are discussed and recommendations for future practice are identified.
| Item Type: | Article |
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| Uncontrolled Keywords: | 1301 Education Systems; 1302 Curriculum and Pedagogy; Education |
| Subjects: | H Social Sciences > HM Sociology L Education > LB Theory and practice of education > LB1501 Primary Education |
| Divisions: | Education |
| Publisher: | Taylor and Francis Group |
| SWORD Depositor: | A Symplectic |
| Date Deposited: | 08 Aug 2024 09:35 |
| Last Modified: | 08 Aug 2024 09:35 |
| DOI or ID number: | 10.1080/02568543.2024.2389234 |
| URI: | https://researchonline.ljmu.ac.uk/id/eprint/23897 |
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