SoTL Journal Club (November 12, 2013)

Selected article for our discussion:

• Ewart-Bauer, T. (2011, January). Emotion, conflict, and culture in the classroom: Part one of two. Bridges , 9(1), 12-14. Permalink

• Ewart-Bauer, T. (2011, April). Emotion, conflict, and culture in the classroom: Part two of two. Bridges , 9(3), 13-15. Permalink

Some pointers for discussion:

1. In Barbara Vacarr's response, quoted at length in Part 1 of this article, Vacarr negotiates multiple emotions present in her classroom experience such as; vulnerability, silence, isolation, risk and ignorance.

Reflect on your own experience in the classroom. Have you ever been faced with these emotions either personally or from your students? How did you negotiate the classroom space after this encounter?

How do you create a pedagogically sound approach to working with emotion and affect in the classroom?

2. The author discusses why educators fear silence and desire control in the classroom and suggests some strategies to move forward. How would you try or have you tried them in your classroom? What are your concerns or struggles with implementing them?

3. In Part 2 of this article, the author discusses how words are tied to identity in the classroom space as a "contact zone" and suggests a need for educators to deconstruct the idea of group unity/consensus in the space. What are your thoughts on her suggestions? What aspect of your identity may assist or constrain the deconstruction process in your classroom?