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The self‐managed heart: teaching gender and doing emotional labour in a higher education institution

机译：自我管理的心脏：在高等教育机构中教授性别问题和从事情感工作

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摘要

It is considered good pedagogical practice for undergraduate social science students to reflexively use their real‐life experiences to illustrate concepts and theories, especially in relation to themes of social inequality and power. When teaching gender and sexuality, this can become problematic because of the emotional topics involved such as rape, domestic violence and pornography. Inevitably some female students will have experienced sexual assault or domestic violence, whilst male students may feel uncomfortable and somehow to ‘blame’ when discussing topics such as rape and pornography. This article draws upon my experience of teaching gender and sexuality, where female students and some male students have made painful and emotional disclosures. I highlight the ways in which the relationship between lecturer and student changes, how boundaries are challenged, and how the learning journey becomes an emotional journey where the desire to help students takes precedence over the pedagogical role. The work of Hochschild is used to argue that teaching gender involves ‘emotional labour’ that is self‐managed and invisible in institutional terms. Finally, I consider how lecturers might cope with emotional labour and maintain boundaries between the personal and the pedagogic within the new academic workplace.View full textDownload full textKeywordsemotional labour, gender, stories, boundaries, pedagogicalRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/14681366.2011.548988
机译：对于社会科学专业的本科生来说，反思性地利用他们的现实生活来说明概念和理论，尤其是与社会不平等和权力主题相关的观点，被认为是良好的教学实践。在教授性别和性行为时，由于涉及诸如强奸，家庭暴力和色情等情感话题，这可能会带来问题。不可避免地，有些女学生会遭受性侵犯或家庭暴力，而男学生在讨论诸如强奸和色情等话题时可能会感到不自在，并以某种方式“怪罪”。本文借鉴了我在性别和性行为教学方面的经验，其中女学生和一些男学生进行了痛苦而又情绪化的披露。我重点介绍了讲师与学生之间的关系如何变化，界限如何受到挑战以及学习之旅如何成为情感之旅，其中帮助学生的愿望优先于教学角色。 Hochschild的工作被用来争论性别教学涉及“情绪劳动”，这种情绪劳动是自我管理的，在制度上是看不见的。最后，我考虑了讲师如何应对情感劳动，并在新的学术工作场所中保持人与人之间的界限。在线”，services_compact：“ citeulike，netvibes，twitter，technorati，可口，linkedin，facebook，stumbleupon，digg，google，更多”，发布号：“ ra-4dff56cd6bb1830b”};添加到候选列表链接永久链接http://dx.doi.org/10.1080/14681366.2011.548988

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