Feeling unvalued

Edited book (chapter)

Peel, K. and Kelly, N.. 2025. " Feeling unvalued." Karnovsky, S. and Kelly, N. (ed.) Peel, K. L., & Kelly, N. (2025). Feeling Unvalued. In S. Karnovsky Teachers' emotional experiences: Towards a new emotional discourse. Palgrave Macmillan. pp. 125-145
Chapter Title

Feeling unvalued

Book Chapter CategoryEdited book (chapter)
ERA Publisher ID2865
Book TitlePeel, K. L., & Kelly, N. (2025). Feeling Unvalued. In S. Karnovsky Teachers' emotional experiences: Towards a new emotional discourse
AuthorsPeel, K. and Kelly, N.
EditorsKarnovsky, S. and Kelly, N.
Page Range125-145
SeriesPalgrave Critical Perspectives on Schooling, Teachers and Teaching
Chapter Number7
Year2025
PublisherPalgrave Macmillan
ISBN978-3-031-82259-9
Digital Object Identifier (DOI)https://doi.org/10.1007/978-3-031-82259-9_7
Abstract

A teacher describes her story of feeling upset, blamed and unvalued when, as a casual teacher, she was suspended for one instance of student misbehaviour. She discusses her emotional response to this situation, specifically to the way that the school administration communicated with her. The chapter weaves together two established and complementary approaches to analysing this situation, positioning theory and narrative appraisal. It retells the story through positioning theory, in which the roles and expectations are made explicit, as the teacher sees them. It then connects this to existing work on narrative appraisal, identifying where the teacher experiences unresolved contradictions and related emotions. It proposes, through an analysis of this story, that this approach might be useful for helping teachers to develop critical emotional reflexivity. It also recognises problems with adding this kind of additional emotional labour to teachers’ load.

ANZSRC Field of Research 2020399999. Other education not elsewhere classified
Byline AffiliationsSchool of Education
Queensland University of Technology
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