This paper explores the context of a Kindergarten team in a suburban P-3 school in Wisconsin developing literacy coaching support. Facing recent neoliberal accountability reforms that have greatly expanded teacher competition, dismantled teachers' unions, and added the role of the coach to the school, "confidence" is an issue that the coach and teachers struggle with as they seek to improve minority student achievement. Using a case study design and feminist sociological framework highlighting emotional labour, the affective economy, and the psychosocial possibilities of the work of Pierre Bourdieu, this research examines professional capital as a form of educators' experience. Ultimately, we see that the landscape of power and emotions is complex as it divides "good" and "bad" White and middle-class teachers. Possibilities for extending the uses of feminist sociological theory in early childhood literacy are discussed.

本文探讨了威斯康星州郊区P-3学校的幼儿园团队的背景，该团队开发了扫盲教练支持。面对最近的新自由主义问责制改革，这种改革极大地扩大了教师的竞争，取消了教师工会，并增加了教练在学校中的作用，“信心”是教练和教师在寻求提高少数族裔学生成绩时所面临的问题。本研究使用案例研究设计和女权主义社会学框架来强调皮埃尔·布迪厄（Pierre Bourdieu）工作中的情感劳动，情感经济和社会心理可能性，该研究考察了作为教育者经验形式的专业资本。最终，我们看到，权力和情感的格局是复杂的，因为它将白人和中产阶级教师划分为“好”和“坏”。