Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/7586
Title: Emotional Configurations Across Learning Environments
Authors: Curnow, Joe
Davidson, Shannon
Jaber, Lama Z.
Lanouette, Kathryn
Southerland, Sherry A.
Vea, Tanner
Bell, Philip
Uttamchandani, Suraj
Keywords: Learning Sciences
Issue Date: Jun-2021
Publisher: International Society of the Learning Sciences
Citation: Curnow, J., Davidson, S., Jaber, L. Z., Lanouette, K., Southerland, S. A., Vea, T., Bell, P., & Uttamchandani, S. (2021). Emotional Configurations Across Learning Environments. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 803-810). Bochum, Germany: International Society of the Learning Sciences.
Abstract: Building on Vea’s (2000b) emotional configurations perspective, this symposium examines emotion and learning across a range of environments representing science education and explicitly politicized contexts. An emotional configurations perspective denaturalizes supposedly individual, internal, and discrete emotion states and instead foregrounds the ways that participants in social activity coordinate relationships between feeling, sense-making, and practice. In these four studies, we argue that emotionality should be more centrally interrogated in learning sciences research because it shapes what is learned and how learning unfolds, and itself becomes part of learning outcomes. The combined work makes theoretical contributions by interweaving emotion within sociocultural theories of learning and methodological contributions by sharing productive approaches to centering emotion as an object of analysis.
URI: https://doi.dx.org/10.22318/icls2021.803
https://repository.isls.org//handle/1/7586
Appears in Collections:ISLS Annual Meeting 2021

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