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Emotions and socially just teaching: a qualitative study

Akram Ramezanzadeh (Department of English Language, Faculty of Literature and Humanities, Hakim Sabzevari University, Sabzevar, Iran)
Seyyed Mohammad Reza Adel (Department of English Language, Faculty of Literature and Humanities, Hakim Sabzevari University, Sabzevar, Iran)
Gholamreza Zareian (Department of English Language, Faculty of Literature and Humanities, Hakim Sabzevari University, Sabzevar, Iran)
Mohammad Ghazanfari (Department of English Language and Literature, Faculty of Letters and Humanities, Ferdowsi University of Mashhad, Mashhad, Iran)

Qualitative Research Journal

ISSN: 1443-9883

Article publication date: 2 May 2017

326

Abstract

Purpose

The purpose of this paper is to explore Iranian EFL teachers’ and learners’ emotions in the realities of the classroom to investigate how their experience and navigation of emotions could provide the opportunity for socially just teaching.

Design/methodology/approach

A qualitative study was conducted to probe EFL teachers’ and learners’ emotional experiences. Data were gathered through interviews and observation. Using interpretive phenomenological analysis, the researchers analyzed the data through three stages of critical emotional praxis, including identification, reflection, and response.

Findings

Findings of the study revealed that emotions of caring, love, anger, and anxiety were the most dominant emotions among teachers and learners. Also, it was shown that the participants used emotion management, the cultivation of positive emotions, and bodily manipulation in order to change their course of actions and move toward two-way communication whereby they could see and hear each other.

Originality/value

The paper provided a new lens through which socially just teaching can be studies in EFL contexts. Also, the participants of the study consisted of both the teachers and the learners, because the researchers believed in a teacher’s identity as a pedagogy. In this respect, this study can also be considered as different from similar studies conducted on teachers’ emotional identities in the classroom.

Keywords

Citation

Ramezanzadeh, A., Adel, S.M.R., Zareian, G. and Ghazanfari, M. (2017), "Emotions and socially just teaching: a qualitative study", Qualitative Research Journal, Vol. 17 No. 2, pp. 113-123. https://doi.org/10.1108/QRJ-11-2016-0072

Publisher

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Emerald Publishing Limited

Copyright © 2017, Emerald Publishing Limited

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