Emotions in Education Policy: A Social Contract Analysis of Asymmetrical Dyads and Emotion

Abstract

Like other academic fields, educational policy is being reviewed for the affective component. Analysis is occurring in two forms: (a) the affects of education policy on education, school leaders, teachers and student learning outcomes and (b) text analysis of specific education policies. This chapter explores the representation of emotions in education policy texts, drawing on a theory of social contracts (Rawolle & Vadeboncoeur, 2003; Yeatman, 1996) as a way to explore what is being conveyed to administrators and teachers. This chapter considers the way in which emotions are represented in education policy, through social contract analysis. Social contracts are underpinned by three underlying conditions: consent to be a part of a contract, points of renegotiation through the duration of the contract and mutual accountability to those involved.

Citation

Rawolle, S. (2013), "Emotions in Education Policy: A Social Contract Analysis of Asymmetrical Dyads and Emotion", Newberry, M., Gallant, A. and Riley, P. (Ed.) Emotion and School: Understanding how the Hidden Curriculum Influences Relationships, Leadership, Teaching, and Learning (Advances in Research on Teaching, Vol. 18), Emerald Group Publishing Limited, Leeds, pp. 49-60. https://doi.org/10.1108/S1479-3687(2013)0000018007