"我只是在这个班上有不同的感觉":在荷兰城市中学中学作为情感实践的归属
Fatma Zehra Çolak1, Saro Lozano Parra2, Bjorn Wansink1
1Department of Education, Faculty of Social Sciences, Utrecht University, Utrecht, Netherlands.
Journal of community psychology
|December 14, 2025
概括
教师的情感实践显著影响了种族化的学生在学校的归属感. 人性化的教学方法承认学生的情绪和经验,培养归属感,抵制异化,促进公平的学习环境.
科学领域:
- 教育教育教育教育教育教育.
- 社会学 社会学 社会学
- 心理学 心理学 心理学
背景情况:
- 关于学生归属性的研究往往忽视了社会和机构的不平等.
- 批判性影响理论为理解这些结构中的主观青年经验提供了一个框架.
研究的目的:
- 检查教师的情感实践如何塑造城市中学种族化学生的归属感.
- 确定培养或阻碍学生归属的特定教学实践.
主要方法:
- 与16名种族化青少年 (年龄14-17岁) 进行了定性访谈.
- 恒定比较分析方法来分析学生的叙事.
- 专注于教师的情感实践及其对学生归属感的影响.
主要成果:
- 种族化经历影响学生的情感历史和当前的学校遭遇.
- 以前,老师系统地忽视学生的感受和问题,导致学生与老师的疏远.
- 教师对情绪的调整,多样化的学习和生活世界创造了归属的氛围.
结论:
- 归属是一种情感实践,一种关系和政治现象.
- 人性化的教学实践肯定了被边缘化的学生是值得平等关注和快乐的参与学习者.
- 培养教师的批判性情感素养和实践对于培养包容性教育环境至关重要.
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