ABSTRACT

This paper explores the emotional work involved in leading schools in marginalised communities, through case studies of Australian and English government-school principals theorised through Lynch’s framework of affective justice and the embedded concepts of love, care and solidarity. Participants demonstrated solidarity in their choice of working in these particular schools, which brings with them a higher level of emotional complexity. Their work towards social justice manifests through their care relationships when interacting with students, staff and communities. These interactions, full of emotion, impact the third affective relation – love. Findings show the impact of participants’ solidarity and care work on their own personal relationships. In exploring the affective domain of school leaders’ work, we seek to articulate how principals can be empowered to continue to undertake their solidarity and care work while mitigating impacts on the relationships that are vital for their own wellbeing.

摘要

本文通过对澳大利亚和英国公立学校校长的案例研究，通过林奇的情感正义框架和爱、关怀和团结的内在概念进行理论化，探讨了边缘化社区领先学校所涉及的情感工作。参与者在选择在这些特定学校工作时表现出团结一致，这给他们带来了更高水平的情感复杂性。他们在与学生、教职员工和社区互动时的关怀关系体现了他们对社会正义的努力。这些充满情感的互动影响了第三种情感关系——爱. 调查结果显示了参与者的团结和关怀工作对他们自己的人际关系的影响。在探索学校领导工作的情感领域时，我们试图阐明如何授权校长继续开展他们的团结和关怀工作，同时减轻对他们自身福祉至关重要的关系的影响。