University of Hertfordshire

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Acknowledging the affective in higher education

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Acknowledging the affective in higher education. / Beard, Colin; Clegg, Sue; Smith, Karen.

In: British Educational Research Journal, Vol. 33, No. 2, 04.2007, p. 235-252.

Research output: Contribution to journalArticlepeer-review

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Beard, Colin ; Clegg, Sue ; Smith, Karen. / Acknowledging the affective in higher education. In: British Educational Research Journal. 2007 ; Vol. 33, No. 2. pp. 235-252.

Bibtex

@article{f9b9fa84207e4ba7bfcc5f89b8aab70e,
title = "Acknowledging the affective in higher education",
abstract = "This article argues that we need richer conceptions of students as affective and embodied selves and a clearer theorisation of the role of emotion in educational encounters. These areas are currently under‐researched and under‐theorised in higher education. The first part of the article explores the literature on emotion. The second reports on a case study which aimed to map students' emotional journeys over their first year at university. These data highlight the importance of relationships, students' changing emotions over the year, their perceptions of their academic studies and understandings of life at university. The article concludes that it is important to understand the affective dimension in pedagogic encounters and the lifeworld of students, and that it is possible to do so without a collapse into therapeutic discourses",
author = "Colin Beard and Sue Clegg and Karen Smith",
year = "2007",
month = apr,
doi = "10.1080/01411920701208415",
language = "English",
volume = "33",
pages = "235--252",
journal = "British Educational Research Journal",
issn = "0141-1926",
publisher = "Routledge",
number = "2",

}

RIS

TY - JOUR

T1 - Acknowledging the affective in higher education

AU - Beard, Colin

AU - Clegg, Sue

AU - Smith, Karen

PY - 2007/4

Y1 - 2007/4

N2 - This article argues that we need richer conceptions of students as affective and embodied selves and a clearer theorisation of the role of emotion in educational encounters. These areas are currently under‐researched and under‐theorised in higher education. The first part of the article explores the literature on emotion. The second reports on a case study which aimed to map students' emotional journeys over their first year at university. These data highlight the importance of relationships, students' changing emotions over the year, their perceptions of their academic studies and understandings of life at university. The article concludes that it is important to understand the affective dimension in pedagogic encounters and the lifeworld of students, and that it is possible to do so without a collapse into therapeutic discourses

AB - This article argues that we need richer conceptions of students as affective and embodied selves and a clearer theorisation of the role of emotion in educational encounters. These areas are currently under‐researched and under‐theorised in higher education. The first part of the article explores the literature on emotion. The second reports on a case study which aimed to map students' emotional journeys over their first year at university. These data highlight the importance of relationships, students' changing emotions over the year, their perceptions of their academic studies and understandings of life at university. The article concludes that it is important to understand the affective dimension in pedagogic encounters and the lifeworld of students, and that it is possible to do so without a collapse into therapeutic discourses

U2 - 10.1080/01411920701208415

DO - 10.1080/01411920701208415

M3 - Article

VL - 33

SP - 235

EP - 252

JO - British Educational Research Journal

JF - British Educational Research Journal

SN - 0141-1926

IS - 2

ER -