This innovative, autoethnographic study examines 12 stories of wobble moments - looking at wobble as an emotional experience - to illuminate new perspectives on LGBTQIA+ identity, school violence, racism, mental illness in students and teachers, and the emotional costs of empathy.
This innovative, autoethnographic study examines 12 stories of wobble momentslooking at wobble as an emotional experienceto illuminate new perspectives on LGBTQIA+ identity, school violence, racism, mental illness in students and teachers, and the emotional costs of empathy.
Utilizing the authors experiences as they navigate educations most difficult years of practice from 2020 to 2022 and extending the existing scholarship on dialogical pedagogy and teacher identity by offering a framework that goes beyond wobble, it provides a new theory for how teachers can deconstruct the emotions that surround the heaviest moments of their practice, shift perspectives on situations and selves, and see the light of compassionate possibility in both person and practice.
A sobering inquiry which provides valuable insight into the emotional landscape of a contemporary classroom embroiled in Americas culture wars and serves as a poignant exemplar of dialogical pedagogy in practice, it will appeal to scholars and post-graduate students of teacher education, educational psychology, and education policy.
1. Part I: An Emotional Orientation to the State of Jefferson
2.
Introduction: Swimming with Sharks in Tanks of Our Own Making
3.
Chapter 1:
Its All Relational: A Framework Diffracted and Emotional Literature Review
4.
Chapter 2: Crystallizing Experiences into Autoethnography
5.
Chapter 3:
Red is the Color of Anger, Embarrassment, and Love
6.
Chapter 4: An Explosion
of Secondary Traumatic Stress at the Secret Gay Trade
7.
Chapter 5: The
Intricacies of Depression in the Classroom
8.
Chapter 6: Racing Through the
State of Jefferson
9.
Chapter 7: Open House is a Borderland
10.
Chapter 8:
Implications: Seeing Sharks in the Light
Emily Wilkinson is an educator specializing in autoethnography and emotion. They are a recent graduate of Columbia Universitys PhD program in English Ed., where they studied the intersections of emotions, dialogical pedagogy, conservatism, and queerness in a rural middle school classroom. They currently teach social studies in Northern California, USA, is Teacher Consultant with the Bay Area Writing Project, and serves as the secretary of the Genders and Sexualities Equality Assembly of the National Council of Teachers of English.
