Teaching Grenfell : the role of emotions in teaching and learning for social change

Connelly, LJ ORCID: https://orcid.org/0000-0002-9564-9106 and Joseph-Salisbury, R 2019, 'Teaching Grenfell : the role of emotions in teaching and learning for social change' , Sociology, 53 (6) , pp. 1026-1042.

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Abstract

Although literature on the role of emotions in teaching and learning is growing, little consideration has been given to the university context, particularly from a sociological perspective. This article draws upon the online survey responses of 24 students who attended sociological classes on the Grenfell Tower fire, to explore the role emotions play in teaching that seeks to politicise learners and agitate for social change. Contributing to understandings of pedagogies of ‘discomfort’ (Boler, 1999) and ‘hope’ (Freire, 1994; hooks, 2003), we argue that discomforting emotions, when channelled in directions that challenge inequality, have socially transformative potential. Introducing the concept of bounded social change, however, we demonstrate how the neoliberalisation of Higher Education threatens to limit capacity for social change. In so doing, we cast teaching as central to the discipline of sociology and suggest that the creation of positive social change should be the fundamental task of sociological teaching.

Item Type: Article
Schools: Schools > School of Health and Society > Centre for Applied Research in Health, Welfare and Policy
Journal or Publication Title: Sociology
Publisher: Sage Publications
ISSN: 0038-0385
Related URLs:
Depositing User: LJ Connelly
Date Deposited: 05 Mar 2019 14:08
Last Modified: 04 Mar 2020 12:00
URI: http://usir.salford.ac.uk/id/eprint/50311

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