Emotions in the Curriculum of Migrant and Refugee Students

Autor/in	Anwaruddin, Sardar M.
Titel	Emotions in the Curriculum of Migrant and Refugee Students
Quelle	In: Curriculum Inquiry, 47 (2017) 1, S.112-124 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Anwaruddin, Sardar M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0362-6784
DOI	10.1080/03626784.2016.1255936
Schlagwörter	Migrants; Refugees; Psychological Patterns; Foreign Countries; Stranger Reactions; Migration; Educational Experience; Emotional Response; Canada + Suchen Sie Ihr Suchwort? Migrantin; Flüchtling; Ausland; Fremdenprüfung; Bildungserfahrung; Emotionales Verhalten; Kanada
Abstract	Emotions are often used to categorize migrant and refugee populations, and to place them into particular subject positions. In much of the literature on the education of migrant and refugee students, emotions are viewed through a therapeutic lens. Against this backdrop, I argue that curriculum inquiries need to pay more sustained attention to how emotions are generated and circulated through complex discursive practices and to their potential implications for the curricular experiences of migrant and refugee students. I discuss some principles of Critical Emotion Studies, which constitute an analytical framework for future curriculum inquiries. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01