By Megan Boler

ISBN-10: 0203009495

ISBN-13: 9780203009499

ISBN-10: 041592104X

ISBN-13: 9780415921046

Megan Boler combines cultural background with own school room event to discover how feelings were and remain managed, suppressed or missed within the school room and in theories of schooling. Feeling energy starts through charting the philosophies and practices constructed over the past centuries to regulate social conflicts bobbing up from gender, type and race. The ebook then explores the innovative pedagogies that started to increase from civil rights and women's liberation pursuits, ultimately turning to the author's contemporary reports of present curriculum and conflict-resolution rules. Drawing at the wealthy formula of emotion as wisdom in feminist, psychoanalytic, psychobiological and poststructuralist theories, Boler develops a distinct concept of emotion lacking from modern academic discourses.

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Extra resources for Feeling Power: Emotions and Education

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Feminist Psychoanalysis and Emotions FEMINIST PSYCHOANALYTIC theorist Jessica Benjamin opens her book The Bonds of Love noting: “Since Thomas Hobbes, in his justification of authority, first analyzed the passions, domination has been understood a psychological problem” (1988:3). Benjamin looks to Freud’s theories for explanation of this psychological conundrum. In her explanation, “the injunction to love our neighbor is not a reflection of abiding concern for others,” but instead reflects our “propensity for aggression” (4).

This view, widely contested by feminist studies over the last two decades, is fueled by contemporary studies in neurobiology which readily capture popular attention. In a newspaper article titled “Gender Differences in Jealousy,” evolutionary psychologists claim genes as the rationale for such differences FEELING POWER 9 in jealousy: Men are more upset by women’s “sexual” rather than her “emotional” infidelity, ostensibly because her “monogamous womb” is the safeguard for his genetic destiny; women, on the other hand, are less distressed by a man’s “sexual” infidelity, because what she needs is his emotional bonding to her and the family to keep him bringing home the bacon.

I remain enormously grateful to Helene Moglen for introducing me to this text as well as to Jessica Benjamin’s and for numerous other directions that continue to inform my study of emotions, power, and gender. A well-known study of British working-class youth argues that these boys who “blew off’ school, failed, and didn’t attend class had developed powerful ways of resisting authority (Willis 1977). One question posed to these studies has been: Should we call such actions “resistance” if there is no well-formulated goal, if one is simply resisting for the sake of resisting?

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Feeling Power: Emotions and Education by Megan Boler


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