ABSTRACT

In this article, we discuss three ways that emotional content was presented, registered, performed, and communicated in a secondary social studies classroom discussion. In an analysis of a classroom discussion about representative democracy, we focus on the articulated and embodied emotional and affective content that manifested in students’ sharing of views about same-sex marriage. While the discussion was ostensibly about the students’ beliefs and their alignment with those of their elected representatives, we focus on three particular emotional registers circulating within it: aggression, withholding, and reversals. We claim that interpreting and articulating such emotional processes, and considering them as inherent parts of (rather than extra to) political discussions, may help researchers and teachers acknowledge and accommodate the emotional realities of confronting the social and political world of classrooms.

摘要

在本文中，我们讨论了在中学社会研究课堂讨论中呈现，记录，表演和交流情感内容的三种方式。在课堂上有关代议制民主的讨论的分析中，我们关注于表达和体现情感和情感的内容，这些内容体现在学生对同性婚姻的看法共享中。虽然讨论的是对表面上的学生的信仰和他们与那些他们选出的代表的定位，我们专注于三个特别的情感寄存器内循环是：侵略，预提和逆转。我们主张解释和阐明这种情感过程，并将其视为政治讨论的内在组成部分（而不是多余的），