자료유형  

 학위논문

Control Number  

0017161901

International Standard Book Number  

9798382591339

Dewey Decimal Classification Number  

370

Main Entry-Personal Name  

Krause, Elise M.

Publication, Distribution, etc. (Imprint  

[S.l.] : The University of Wisconsin - Madison., 2024

Publication, Distribution, etc. (Imprint  

Ann Arbor : ProQuest Dissertations & Theses, 2024

Physical Description  

197 p.

General Note  

Source: Dissertations Abstracts International, Volume: 85-11, Section: A.

General Note  

Advisor: Hassett, Dawnene.

Dissertation Note  

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2024.

Summary, Etc.  

요약This critical discourse analysis examines the expectations for English Language Arts (ELA) teachers' emotional labor and its attendant feeling rules as formulated in 2021 in the State of Wisconsin's Holocaust education bill (now Wisconsin Act 30) and "divisive concepts" bills prohibiting the teaching of Critical Race Theory (or CRT) in K-12 schools. In an analysis of the legislative texts and their hearings on the floor and in committee, this study attends to the speeches of politicians, advocates, parents, lobbyists, teachers, and students as the language contributes to the discourses about appropriate emotions and "difficult knowledge" in humanities classrooms. The Holocaust education bill, legislation supported unanimously by the legislature and the governor, prioritizes a learning of, about, and through difficult feelings when encountering tragedies and human atrocities in humanities classrooms. Teachers are supported and trusted in their facilitation of these challenging discourses for students. By contrast, the anti-CRT legislation prohibits the teaching of "race and sex stereotyping," as well as teaching that may provoke negative affect in students. Supporters of the anti-CRT legislation characterize the classroom space as one that is hostile to dissenting voices and where students' feelings require statutory protection from teachers who subscribe to CRT. The legislation's detractors fear that it denies opportunities for student connection and belonging, as well as their acquisition of knowledge about the history and legacy of racism in the United States. These distinct feeling rules - trusting and supporting teachers, providing protection from teachers, or promoting connections to knowledge of injustices - define how teachers are understood to care about their students. This research contributes to the literature by closely attending to the discourses of emotional labor provided in secondary ELA classrooms in fraught political environments and recommends that teachers may require additional discursive and emotional support as they perform emotional labor in contested and increasingly legislated educational contexts.

Subject Added Entry-Topical Term  

Education.

Subject Added Entry-Topical Term  

Language arts.

Subject Added Entry-Topical Term  

Curriculum development.

Subject Added Entry-Topical Term  

Educational psychology.

Index Term-Uncontrolled  

Burnout

Index Term-Uncontrolled  

Curriculum legislation

Index Term-Uncontrolled  

Debate

Index Term-Uncontrolled  

Emotional labor

Index Term-Uncontrolled  

English Language Arts

Index Term-Uncontrolled  

Teachers

Added Entry-Corporate Name  

The University of Wisconsin - Madison Curriculum & Instruction

Host Item Entry  

Dissertations Abstracts International. 85-11A.

Electronic Location and Access  

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Control Number  

joongbu:657349