ABSTRACT

Background

Learning sciences researchers, including those in the sociocultural tradition, often address emotion on motivation’s terms, as a condition or quality of being that propels or mediates learning activity. Other times, emotion remains implicit in analyses of learning.

Methods

Toward a more robust theorization of the relationship between learning and emotion, I present a sociocultural analysis of ethnographic fieldnotes and interviews with animal rights activists.

Findings

I present a sociocultural practice view on emotion, introducing “emotional configurations” to denote how emotion, rather than comprising universal and internal states, only becomes meaningful through entanglement with sense-making and situated practice in social activity. Analysis reveals two modes for emotion in learning: (1) as a condition of learning that drives learning along and (2) as a target of teaching and learning in its own right. I name “guided emotion participation” as a genre of activity that approaches emotional configurations as a learning target.

Contribution

Integrating sociocultural practice theory with emotion research provides new tools for analyzing emotion in learning. This study highlights how emotion is subject to norms, ideology, and power relations. For researchers studying the politics of learning, this study demonstrates how emotion shapes political possibilities and collective action as learning phenomena.

中文翻译：

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在/作为社会文化实践中的情感学习：动物权利行动主义的案例

摘要

背景

学习科学的研究人员，包括那些具有社会文化传统的研究人员，通常以动机的术语来表达情感，这是推动或调解学习活动的条件或质量。有时，情感在分析学习中仍然隐含着。

方法

为了对学习与情感之间的关系进行更强有力的理论化，我提出了人种学田野笔记的社会文化分析以及对动物权利活动家的访谈。

发现

我提出了一种关于情感的社会文化实践观点，介绍了“情感形态”来表示情感，而不是包含普遍的和内部的状态，只有通过纠缠于理性和社交活动中的实践才能变得有意义。分析揭示了两种学习情感模式：（1）作为推动学习的学习条件；（2）本身就是教与学的目标。我将“引导式情感参与”命名为一种将情感形态作为学习目标的活动类型。

贡献

将社会文化实践理论与情感研究相结合，为分析学习中的情感提供了新的工具。这项研究强调了情感如何受到规范，意识形态和权力关系的制约。对于研究学习政治的研究人员而言，本研究证明了情绪如何塑造政治可能性和集体行为作为学习现象。