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dc.contributor.authorMadrid, Samara
dc.contributor.authorDunn-Kenney, Maylan
dc.date2010-11-01
dc.date.accessioned2018-06-10T21:25:13Z
dc.date.available2018-06-10T21:25:13Z
dc.description.abstractThis research examines the emotional themes and discourse of emotion of early childhood educators using a post-structuralist theoretical framework of emotion. The data selected and analyzed is taken from 4 two-hour discussion groups that were conducted over an eight-week period with four female early childhood educators. The emotional themes and patterns that emerged from the discussion groups and artifacts, teacher journals, and follow-up interviews were analyzed and then followed with a micro-level analysis. The findings revealed that the three most common emotion words discussed were 'stress', 'worry', and 'frustration', which were linked to surveillance and a discourse around persecutory guilt through institutional and relational systems, fostering implicit resistance among participants.
dc.identifierhttp://repository.uwyo.edu/coe_facpub/12
dc.identifierhttp://repository.uwyo.edu/cgi/viewcontent.cgi?article=1016&context=coe_facpub
dc.identifier.doi10.1080/15210960.2011.548173
dc.identifier.urihttps://hdl.handle.net/20.500.11919/857
dc.languageEnglish
dc.publisherUniversity of Wyoming. Libraries
dc.sourceCollege of Education Faculty Publications
dc.subjectEducation
dc.titlePersecutory guilt, surveillance and resistance : The emotional themes of early childhood educators
dc.typeArticle
dcterms.title.journalContemporary Issues in Early Childhood


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