ABSTRACT

This study connects to the term ‘emotional labour’, coined by [Hochschild, A. R. (1983) 2003. The Managed Heart: Commercialization of Human Feeling. 2nd ed. Berkeley, CA: University of California Press], and explores how skin and spa therapy students are constructed as emotional workers in learning processes surrounding the body. Drawing on a poststructural approach, inspired by Foucault, regularities of description and self-description were analysed in the material, which consist of interviews and field notes derived from observations of classroom interaction. The results show how student subjectivities are produced as a response to the presumption about body availability in the educational arrangements. It also shows how students are positioned and position themselves as emotional workers through three reoccurring issues surrounding the body; the body as a private sphere, the body as a place of pain, and disgusting peculiarities of the body. Here, struggling subjectivities emerge, striving to overcome the obstacles that the body might entail in becoming a professional. The participants self-position and are positioned as responsible concerning each other’s’ learning processes, making their bodies available for their classmates to practice on, communicating their thoughts and feelings as posing clients, developing their empathic abilities towards future clients. Thus, the participants are not only produced as emotional workers, but emotional students, pinpointing the necessity of educational research on emotional labour.

摘要

这项研究与“情绪劳动”一词相关，该词由[Hochschild，AR（1983）2003提出。被管理的心脏：人类情感的商业化。第二版。加州大学伯克利分校：加州大学出版社]，并探讨如何在身体周围的学习过程中将皮肤和水疗疗法的学生培养为情感工作者。借鉴福柯的启发，采用后结构方法，对材料的描述和自我描述的规律性进行了分析，其中包括访谈和课堂互动观察得出的现场笔记。结果表明，学生的主观性是如何产生的，以应对教育安排中有关身体可利用性的假设。它还显示了如何通过围绕身体的三个重复出现的问题来定位学生并把自己定位为情感工作者。身体是一个私人领域，身体是痛苦的地方，是令人恶心的身体特征。在这里，挣扎的主观性出现了，努力克服身体成为专业人士可能遇到的障碍。参与者自我定位，对彼此的学习过程负责，使自己的身体可供同学练习，传达他们的思想和情感，以吸引客户，发展他们对未来客户的同理能力。因此，参与者不仅是作为情感工作者而产生的，而且是情感学生，从而指出了对情感劳动进行教育研究的必要性。在冒充客户时传达他们的想法和感觉，发展他们对未来客户的同理能力。因此，参与者不仅是作为情感工作者而产生的，而且是情感学生，从而指出了对情感劳动进行教育研究的必要性。在冒充客户时传达他们的想法和感觉，发展他们对未来客户的同理能力。因此，参与者不仅是作为情感工作者而产生的，而且是情感学生，从而指出了对情感劳动进行教育研究的必要性。