The role of the emotional ecology of educational institution in achieving collaboration with families
| Autor: | Klemar, Ema |
|---|---|
| Přispěvatelé: | Kušević, Barbara |
| Jazyk: | chorvatština |
| Rok vydání: | 2023 |
| Předmět: |
emocionalna inteligencija
SOCIAL SCIENCES. Pedagogy. Family Pedagogy neoliberalizam family-educational institution collaboration emotional ecology neoliberalism DRUŠTVENE ZNANOSTI. Pedagogija. Obiteljska pedagogija suradnja obitelji i odgojno-obrazovne ustanove emotional intelligence emocionalna ekologija |
| Popis: | Tema ovoga diplomskog rada jest uloga emocionalne ekologije odgojno-obrazovne ustanove u ostvarivanju suradnje s obiteljima. Emocionalna ekologija odnosi se na klimu unutar odgojno-obrazovne ustanove koja potiče ili sprječava skrbne međuljudske odnose, a ovaj se rad usmjerio na emocionalnu ekologiju oblikovanu utjecajem neoliberalizma. Neoliberalni je diskurs, u svrhu postizanja obrazovanja za tržište rada nametnuo emocionalnu inteligenciju stručnjaka kao imperativ ostvarivanja emocionalnih odnosa. Taj obrazac vidljiv je i u odnosu koji obrazovni djelatnici ostvaruju s obiteljima. Cilj je ovoga teorijskog istraživanja stoga bio, koristeći se kritičkopedagoškom, poststrukturalističkom i feminističkom teorijskom tradicijom te konceptualnim okvirom emocionalne ekologije odgojno-obrazovne ustanove, analizirati učinke imperativne emocionalne inteligencije odgojno-obrazovnih djelatnika na suradnju obitelji i škole. Analizom se pokazalo da se discipliniranjem emocija nastavnika kroz emocionalno distanciranje, kulturu utišavanja sukoba i naglaskom na produktivnost stvara neoliberalna emocionalna ekologija. Takva klima služi održavanju statusa quo te privilegira obitelji koje mogu pratiti zahtjeve koje škola pred njih postavlja. Navedeni zaključci ukazuju na neodrživost discipliniranja emocija u kontekstu suradnje. Rad zbog toga predlaže da bi se emocije trebale promatrati kao transformativne sile koje imaju mogućnost opstruirati postojeće nejednakosti i opresivne odnose. The topic of this thesis is the role of the emotional ecology of educational institution in achieving collaboration with families. Emotional ecology refers to the climate within an educational institution that can help or hinder the development of interpersonal relationships, and this thesis focuses on the emotional ecology formed under the influence of neoliberalism. Neoliberal discourse, with its focus on education that is oriented towards the needs of the labor market, imposed the emotional intelligence of experts as an imperative for achieving emotional relationships. This also influences the relationships educational workers form with families. Therefore, the aim of this research was to analyze the effects of imperative emotional intelligence on the collaboration between schools and families. The study employed critical pedagogical, poststructuralist, and feminist perspectives and the conceptual framework of emotional ecology. The analysis showed that by disciplining teachers' emotions through emotional distancing, silencing conflicts, and emphasizing productivity, a neoliberal emotional ecology is created. Such an ecology serves to maintain the status quo and it privileges families that can successfully meet the school’s existing demands. These results show that disciplining emotions is untenable in the context of collaboration. Hence, the research proposes emotions be viewed instead as transformative forces with the potential to change existing inequalities and oppressive relationships. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|