Open Access Repository

Exploring the affective dimension of teachers’ work in alternative school settings

te Riele, K ORCID: 0000-0002-8826-1701, Mills, M, McGregor, G and Baroutsis, A 2017 , 'Exploring the affective dimension of teachers’ work in alternative school settings' , Teaching Education, vol. 28, no. 1 , pp. 56-71 , doi: 10.1080/10476210.2016.1238064.

Full text not available from this repository.


The affective dimension of teachers’ work is a vital element in shaping inclusive, child-centred classrooms. It is particularly important for students who lack certain aspects of care and support within their personal lives. Recently, neoliberal educational paradigms of data gathering, external testing and competition have increased pressure upon students and teachers in mainstream schools. Many teachers feel that they have been taken away from their core business of teaching and caring for young people. Students with the highest needs often leave or become excluded from mainstream settings; some find their way to alternative/flexi/second chance schools. Our research indicates that within such sites, teachers and workers appear to be committed to the implementation of an educational environment and ethos explicitly framed by concepts of affective justice and an ethics of care. Despite its challenges and because of its rewards, they strongly assert the significance of their emotional labour when working with, usually disadvantaged, young people and helping them to overcome marginalisation. We contend that this redefinition of schooling as inherently ‘relational’ implies forms of teacher activism that transcend the obligation to student ‘well-being’ as commonly understood in mainstream settings, and which is failing to meet the needs of many young people.

Item Type: Article
Authors/Creators:te Riele, K and Mills, M and McGregor, G and Baroutsis, A
Keywords: social justice, alternative schools, teachers' work, care, emotion
Journal or Publication Title: Teaching Education
Publisher: Taylor & Francis
ISSN: 1047-6210
DOI / ID Number: 10.1080/10476210.2016.1238064
Copyright Information:

Copyright 2016 Informa UK Limited, trading as Taylor & Francis Group

Related URLs:
Item Statistics: View statistics for this item

Actions (login required)

Item Control Page Item Control Page