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Emotions, power and the advent of mass schooling
Stockholm University, Faculty of Social Sciences, Department of Education.
2015 (English)In: Paedagogica historica, ISSN 0030-9230, E-ISSN 1477-674X, Vol. 51, no 1-2, 104-116 p.Article in journal (Refereed) Published
Abstract [en]

The aim of this article is to explore the relationship between emotions, power and schooling. Focusing on elementary schools during the second half of the nineteenth century, when education for the masses in Sweden emerged, the article discusses the emotionology of early mass schooling. It is argued that the abolishment of the monitorial method in the second half of the nineteenth century contributed to the development of an increasingly emotional pedagogy. It is further argued that the concept of love was important, a concept with moral connotations where children were expected to love their school, country, parents and God. Furthermore, the emotional aspects of punishment are explored, exemplifying why emotions were considered important in maintaining discipline. Finally, drawing on the concepts of emotional labour and emotional community, it is argued that the school of the late nineteenth century in Sweden was characterised by a tight relationship between labour and community.

Place, publisher, year, edition, pages
2015. Vol. 51, no 1-2, 104-116 p.
Keyword [en]
emotional labour, power, emotional community, emotionology
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:su:diva-115980DOI: 10.1080/00309230.2014.997750ISI: 000350341700009OAI: oai:DiVA.org:su-115980DiVA: diva2:802113
Note

AuthorCount:1;

Available from: 2015-04-10 Created: 2015-04-08 Last updated: 2017-12-04Bibliographically approved

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