The self‐managed heart: teaching gender and doing emotional labour in a higher education institution
The self‐managed heart: teaching gender and doing emotional labour in a higher education institution
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自我管理的心：高等教育机构中的性别教育和情感劳动
DOI：
10.1080/14681366.2011.548988
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发表时间：
2011
期刊：
影响因子：
--
通讯作者：
S. Koster
中科院分区：
文献类型：
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作者：
S. Koster
它被认为是良好的教学实践本科社会科学的学生反射性地使用他们的真实的生活经验来说明概念和理论，特别是在社会不平等和权力的主题。在教授性别和性行为时，由于涉及强奸、家庭暴力和色情等情感话题，这可能会成为问题。不可避免地，一些女学生会经历过性侵犯或家庭暴力，而男学生可能会感到不舒服，并在某种程度上“责怪”讨论强奸和色情等话题。这篇文章借鉴了我教授性别和性的经验，女学生和一些男学生已经做出了痛苦和情感的披露。我强调的方式，讲师和学生之间的关系的变化，如何边界的挑战，以及如何学习之旅成为一个情感之旅，帮助学生的愿望优先于教学作用。Hochschild的工作被用来论证性别教学涉及“情感劳动”，这是自我管理的，在制度上是无形的。最后，我考虑如何讲师可能科普情绪劳动和保持个人和教学之间的界限，在新的学术工作场所。
It is considered good pedagogical practice for undergraduate social science students to reflexively use their real‐life experiences to illustrate concepts and theories, especially in relation to themes of social inequality and power. When teaching gender and sexuality, this can become problematic because of the emotional topics involved such as rape, domestic violence and pornography. Inevitably some female students will have experienced sexual assault or domestic violence, whilst male students may feel uncomfortable and somehow to ‘blame’ when discussing topics such as rape and pornography. This article draws upon my experience of teaching gender and sexuality, where female students and some male students have made painful and emotional disclosures. I highlight the ways in which the relationship between lecturer and student changes, how boundaries are challenged, and how the learning journey becomes an emotional journey where the desire to help students takes precedence over the pedagogical role. The work of Hochschild is used to argue that teaching gender involves ‘emotional labour’ that is self‐managed and invisible in institutional terms. Finally, I consider how lecturers might cope with emotional labour and maintain boundaries between the personal and the pedagogic within the new academic workplace.