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Capturing the emotional geographies of school personnel working with children with cancer
textIn studies of human learning, cognition and motivation have traditionally received
more attention than emotion as an independent construct, particularly in research on
teacher emotion (Noddings, 1996). Although they are expected to show emotional
restraint and self-control, and not become very angry or frustrated, teachers do experience
a wide range of emotions. As a framework to study teacher emotions, Hargreaves (2000,
2001) offered the construct of emotional geographies, referring to “the closeness and/or
distance in human interactions and relationships that help to create, configure, and color
the feelings and emotions we experience about ourselves, our world and each other”
(p.1061). Using the framework of emotional geographies provides an opportunity to
learn about the context of the classroom particularly by studying situations that are
known to evoke strong emotions. One situation that has been known to evoke many
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emotional responses including concern, grief, anxiety, and uncertainty is when a student
is diagnosed with cancer (Leigh & Miles, 2002).
The present study explored the emotional experience of school personnel
(teachers, school nurses, guidance counselors, and other related school staff) working
with children with cancer during the school re-entry process. Participants’ knowledge of
and confidence in the school re-entry process were studied before and after attendance at
a workshop. Case studies were conducted to explore, within the framework of
Hargreaves’ (2000, 2001) emotional geographies, participants’ emotional experience
associated with the school re-entry process. Working with children with cancer was
found to be an intense emotional experience varying upon each participant’s background,
experience with cancer, and emotional geographies. Similarities noted across the cases
included maintaining an open and supportive relationship with the family, meeting the
educational and emotional needs of the child with cancer, coping with teaching a child
with a life-threatening illness, and identifying and maintaining the individual’s role as a
professional. Dissimilarities across the cases included that only some followed a team
approach, had a child with cancer in the general education classroom while on treatment,
or worked with a family where the first language was not sharedEducational Psycholog
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