The emotional turn in higher education: a psychoanalytic contribution

Gilmore, Sarah ORCID: https://orcid.org/0000-0003-3556-2532 and Anderson, Valerie 2016. The emotional turn in higher education: a psychoanalytic contribution. Teaching in Higher Education 21 (6) , pp. 686-699. 10.1080/13562517.2016.1183618

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Abstract

This article contributes to contemporary debates about the significance of emotions within Higher Education. Using a psychoanalytic lens we analyse the ways in which experiences of anxiety and tension are essential for learning. The anxiety associated with learning can stimulate meaningful and reflexive outcomes but ‘learning inaction’ [Vince, R. 2014. ‘What Do HRD Scholars and Practitioners Need to Know About Power, Emotion, and HRD?’ Human Resource Development Quarterly 25: 409–420] is also possible. In adopting a psychoanalytical lens we assert the agency of both learners and teachers in scholarly relationships and we draw attention to the emotions of educators as well as students. This has important implications for teacher education and academic formation activities

Item Type:	Article
Date Type:	Publication
Status:	Published
Schools:	Business (Including Economics)
Publisher:	Taylor & Francis (Routledge): SSH Titles
ISSN:	1356-2517
Date of Acceptance:	24 March 2016
Last Modified:	25 Oct 2022 13:23
URI:	https://orca.cardiff.ac.uk/id/eprint/119723

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