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First published in 1999. Megan Boler combines cultural history with ethical and multicultural analyses to explore how emotions have been disciplined, suppressed, or ignored at all levels of education and in educational theory. FEELING POWER charts the philosophies and practices developed over the last century to control social conflicts arising from gender, class, and race. The book traces the development of progressive pedagogies from civil rights and feminist movements to Boler's own recent studies of emotional intelligence and emotional literacy. Drawing on the formulation of emotion as knowledge within feminist, psychobiological, and post structuralist theories, Boler develops a unique theory of emotion missing from contemporary educational discourses.
List of contents
Foreword, Preface, Acknowledgments, PART 1: Emotions as a Site of Social Control, CHAPTER ONE. FEELING POWER, CHAPTER TWO. DISCIPLINED EMOTIONS, CHAPTER THREE. CAPITALIZING ON EMOTIONAL “SKILLS”, CHAPTER FOUR. TAMING THE LABILE STUDENT, PART II: Emotions as a Site of Political Resistance, CHAPTER FIVE. A FEMINIST POLITICS OF EMOTION, CHAPTER SIX. LICENSE TO FEEL, CHAPTER SEVEN. THE RISKS OF EMPATHY, CHAPTER EIGHT. A PEDAGOGY OF DISCOMFORT, Bibliography, Author Index, Subject Index
About the author
Virginia Polytechnic University, and has published widely in the areas of cultural studies, feminist studies and philosophy.
Summary
This book focuses on the ways emotions are conceived and enacted within educational settings. Boler draws on feminist theory, pedagogical theory, philosophy, psychoanalysis and cultural studies to explore the complexities of emotion.
