Abstract
This chapter focuses on emotionality in primary schools as a dimension of social sustainability. The chapter contributes to the discussion of social sustainability by elucidating how emotionality has significant influence on children’s engagement in primary school. Because emotions tend to be neglected in the general striving for an equal and just school system, this chapter advocates for the need of an increased focus on emotional sustainability within primary schools. By unfolding an empirical example of a testing situation in a Danish primary school, the chapter investigates how specific arrangements of classroom teaching promote certain emotions. The chapter shows that pupils do not have equal access to specific emotions. In the same classroom setting feelings of success and failure are distributed to different pupils, thus generating ´strong´ as well as ‘vulnerable’ pupils. The chapter argues that emotions both differentiate and stigmatise, hence imposing different opportunities on the pupils. The focus on distribution of emotions as a dividing practice reveals that emotions are a necessary component if we want to understand how social inequality is produced and maintained in a school setting. This leads to a concluding discussion emphasising that equality – as a normative principle of social sustainability – is not the only ethical strive in primary school, as objectives of inclusion and care challenge the endeavour of equality among pupils.
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Notes
- 1.
In Denmark the so called ‘public school’ is the equivalent of the primary or elementary school. In this chapter I use the term ‘primary school’ to enhance the chapter’s relevance outside of a Danish school context, as I acknowledge that both the strive of equality and testing activities are elements in school systems around the Western world.
In Denmark there are 10 years (from the age of six) of compulsory teaching for all children, which means that one is allowed to receive home teaching or chose other teaching possibilities (Retsinformation, 2023). In the school year of 2021/2022, 74.7% of school-aged children attended public school, 17.9% attend private schools and 7.4% attended other teaching possibilities, for example school for those with special needs. Both public and private schools are obliged to conduct national tests and exams (Ministry of Children and Education, 2023d).
- 2.
Like Ahmed I use the terms affect and emotion synonymously.
- 3.
For further discussion on equality of outcome see, e.g., Phillips (2004).
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Galløe, L. (2023). Emotions Differentiate Opportunities: Investigating Emotions as a Component in Social Sustainability in Primary School. In: Krøjer, J., Langergaard, L.L. (eds) Social Sustainability in Unsustainable Society. Ethical Economy, vol 67. Springer, Cham. https://doi.org/10.1007/978-3-031-51366-4_3
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