The Schooling Of Emotion and Memory: Analyzing The Emotional Styles Of A Teacher's Pedagogical Practices

In this paper, we explore the intersection between emotions and memories using data from a case study of a teacher’s pedagogical practices in a conflict-troubled society. The aims of this study are: to examine the construction of emotional style(s) in a teacher’s pedagogical and interactional practices whilst teaching the memories of ethnic conflict and war; and, to investigate whether these emotional styles enable or discourage certain representations of the past in the classroom. In general, the study shows that individual emotional experiences are connected with larger historical, political and social structures, which, in turn, supply the meaning and motivation by which the particular emotional styles are enacted in the classroom. The implications of this study are discussed.