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This thesis describes a critical, empirical study of how Danish social educators handle demands and expectations concerning control and regulation of emotions in conflict situations. The results complement existing research showing that emotional work can lead to stress, burnout etc. The purpose of examining strategies rather than consequences of emotional work is to be able to create awareness of what lies behind the strategies and thus prevent and change demands, expectations, and conditions in the socio-pedagogical work. The theoretical basis is primarily drawn from the American sociologist Arlie Hochschild's theory of emotional work. Based on the analyses, the thesis proposes to create other conditions in the work through transformative learning processes. |
