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

这项研究与术语“情绪劳动”相关，该术语由 [Hochschild, AR (1983) 2003. The Managed Heart: Commercialization of Human Feeling. 第二版。加利福尼亚州伯克利：加州大学出版社]，并探讨了皮肤和水疗专业的学生如何在围绕身体的学习过程中被构建为情绪工作者。借鉴受福柯启发的后结构方法，在材料中分析了描述和自我描述的规律性，其中包括从课堂互动观察中得出的访谈和田野笔记。结果显示了学生的主观性是如何产生的，作为对教育安排中身体可用性的假设的回应。它还展示了学生如何通过围绕身体的三个反复出现的问题将自己定位为情感工作者；身体是一个私人领域，身体是一个痛苦的地方，身体令人厌恶的特性。在这里，挣扎的主观性出现了，努力克服身体在成为专业人士时可能遇到的障碍。参与者自我定位并被定位为对彼此的学习过程负责，让他们的身体可供同学练习，作为假客户交流他们的想法和感受，发展他们对未来客户的移情能力。因此，参与者不仅被培养为情绪工作者，而且是情绪化的学生，指出了对情绪劳动进行教育研究的必要性。以假装客户的身份传达他们的想法和感受，培养他们对未来客户的移情能力。因此，参与者不仅被培养为情绪工作者，而且是情绪化的学生，指出了对情绪劳动进行教育研究的必要性。以假装客户的身份传达他们的想法和感受，培养他们对未来客户的移情能力。因此，参与者不仅被培养为情绪工作者，而且是情绪化的学生，指出了对情绪劳动进行教育研究的必要性。