Schools as Emotional Arenas: Enhancing Education by Dismantling Dualisms in High School Life A dissertation presented to the faculty of the Scripps College of Communication of Ohio University In partial fulfillment of the requirements for the degree Doctor of Philosophy Alane K. Sanders March 2010 © 2010 Alane K. Sanders. All Rights Reserved. This dissertation titled Schools as Emotional Arenas: Enhancing Education by Dismantling Dualisms in High School Life by ALANE K. SANDERS has been approved for the School of Communication Studies and the Scripps College of Communication by B. Scott Titsworth Associate Professor of Communication Studies Gregory J. Shepherd Dean, Scripps College of Communication ii ABSTRACT SANDERS, ALANE K., Ph.D., March 2010, Communication Studies Schools as Emotional Arenas: Enhancing Education by Dismantling Dualisms in High School Life (374 pp.) Director of Dissertation: B. Scott Titsworth In this dissertation, I position schools as social and emotional arenas, embedded within powerful societal and educational discourses about emotion, relationships, and learning. Based on in-depth interviews and participant observation at New Haven High School, I present a qualitative study of students' and teachers' emotional experiences related to learning and being at school. Guided by a reflexive methodology, key reflective sensibilities emerged as meaningful when analyzing discourses: social constructionism, organizational socialization, and feminist-poststructuralism. Specifically, theoretical frameworks for the major themes were crafted using structuration, narrative, dialectical, boundary-management, emotion socialization, instructional, learning, and critical theories. Results coalesce around four key themes which include analysis of (1) how emotion shapes teaching and learning; (2) how discursive and material structures and practices shape emotion rules and experience in schooling; (3) the ways in which peers groups, close friendships, and romantic relationships evoke, mediate, and socialize emotion; and (4) the influence of home life on students' emotional socialization and well- being at school. The impact of dualistic thinking on school life is discussed within each of these themes. Specifically, the consequences of viewing emotion as separate from reason, and public spheres as separate from private spheres are examined. iii This project attempts to disrupt dispassionate views of schools that ignore the emotional realities of teaching and learning, and, conversely, explore ways in which emotion both enables and constrains students' abilities to learn and thrive at school. In so doing, I draw attention to taken-for-granted ideologies and practices shaping emotional experience, and interrogate the ramifications of dominant societal and educational discourses about emotion. Of particular importance are the ways in which these discourses pervade student life and guide students' and teachers' decisions about how to manage their emotions at school. I enter into perennial discussions of the role of emotion in the public sphere to argue that emotion should not be viewed as antithetical to reason, but should be considered a form of reasoning. Moreover, I seek to dislocate clear boundaries between students' public and private lives calling instead for recognition of the dynamic interplay between public and private spheres that becomes evident though the medium of emotion. Ultimately, I contend that we sacrifice deep connection with and understanding of students in educational organizations by striving to create emotionally neutral domains for learning detached from the broader landscape of students' lives. I call for new emotional scripts that could enlarge possible subject positions for stakeholders, and enhance learning in the classroom. Contributions to theoretical and practical knowledge, limitations of the study, and suggestions for future research are also discussed. Approved: _____________________________________________________________ B. Scott Titworth Associate Professor of Communication Studies iv ACKNOWLEDGMENTS The writing of this dissertation illuminated how profoundly intertwined my life is with others, and how deeply emotional scholarship can be. As I reflect on this symbolic juncture, I am humbled, appreciative, and inspired by those who have entered into this journey in different ways. To my committee members, Scott Titsworth, Lynn Harter, Beth Graham, and Jaylynne Hutchinson, I invited each of you to be a part of this project because you have each had a significant influence on me as a writer, thinker, teacher, and human being. Scott, I could write a book about how profoundly you have impacted me. You are phenomenally gifted as a scholar, yet so humble. I learn with every conversation we have. You have personally cultivated my passion for teaching, given me opportunities too numerous to name, and encouraged me at many points when I questioned my own abilities. I am a better person and teacher-scholar for having been mentored by you. To Lynn, my disciplinary knowledge began with your classes and with your direction of my thesis. These experiences provided the framework for me to grow into a young scholar. You have a beautiful way of knowing when to challenge and when to comfort, and exude a passion for living 'the life of the mind' that is infectious. Thank you for the numerous moments you stretched my thinking, improved my writing, and modeled what it means to be a mentor. To Beth, you were the first professor I met when I visited OU and you lived up to the expectations I had after first meeting you. I was struck by your honesty, your sincere expression of interest in me as a student and a person, and your impressive knowledge of interpersonal and instructional communication. To Jaylynne, I am inspired by your desire to challenge the status quo and constant pursuit of a more peaceful world. You invigorate my desire to make a difference in our schools and our world. v As this process brings my time in Athens to a close, I have reached the conclusion that the School of Communication Studies at Ohio University is a special place. My years of doctoral study there were filled with lively, meaningful conversations about what it means to be a teacher, scholar, and human being. As I write this entry, memories of my learning experiences with fellow students, friends, professors, and support staff enter my mind. The relationships I cultivated at OU will leave a lifelong imprint on my heart and mind. Caryn Medved, Claudia Hale, and Jeffrey St. John, thank you for your enthusiasm for my ideas and the opportunities you provided during my time at OU. To my new colleagues at Marietta College, you are phenomenal people; especially Suzanne Walker who believed in me and waited patiently to celebrate this accomplishment. To all my current students, your genuine interest in my success is heartwarming and motivating; Branden, MacKenzie, and Kelly, you are so appreciated. To my dear friends who motivated and supported me throughout this process in ways big and small; a special thanks to Karla Kuhlman, David Novak, and Carissa Anderson. I am forever indebted to the students, teachers, administrators, and staff of New Haven High School. Your willingness to welcome me into your school, and entrust me with your time and stories of your successes, failures, and dreams is a testament to the impressive dedication you have to education. I was so impressed by the kindness and encouragement received for this project that I did not want to leave. I hope that I do your stories justice. May you all thrive in the coming years. The close of my graduate school journey signifies a meaningful personal accomplishment, but more importantly, a family accomplishment. Without the enduring support of my loved one's I could not have reached this point in my scholarly career. To vi my parents, Kent and Anna, in a lifetime I could never express the gratitude I feel toward both of you. You have modeled for me what is possible through mutual support, hard work, and generosity. You have given me gifts beyond measure. To my mom, Anna, I fondly recall the hours we spent reading together as a young child. These early experiences showed me how magical reading and learning can be, and set me on a life journey of adventure and imagination. To my brother, Ryan, I admire your thoughtful reflection on the workings of the world, and your ability to imagine it otherwise; And my Grandmothers who have, for their lifetimes, demonstrated the beauty of selflessness and a good sense of humor. Thank you all for cheering me on when the task seemed insurmountable. You are each, in part, responsible for this achievement. To Adam, my husband, life is the beautiful journey it ought to be because you are my partner. Your enduring positivity about life leads me to live more fully, and your ability to evoke laughter and comfort in both moments of joy and misery sustain me. Owen, the sweet innocence of your smile reminds me of how powerful emotion can be. You were, quite literally, with me throughout this dissertation journey. Your arrival in this world reminds me of the importance of crafting a future that honors every resource we have to live our lives completely. Your presence in my life has transformed me. You are, simply, magical. vii To Owen viii TABLE OF CONTENTS Page Abstract…………………………………………………………………………...………iii Acknowledgements………………………………………………………………………..v Dedication…………………………………………………………………………….…viii List of Figures…………………………………………………………………………...xiv List of Photographs……………………………………………………………………….xi Forward…………………………………………………………………..………………..1 Defining Emotion………………………………………………………………………1 Schools as Emotional Arenas…………………………………………………………..2 A Reflexive Methodology……………………………………………………………...4 Chapter One - Review of Literature…………………………………………...…………..6 Discourses of Emotion: Reconsidering Rationality……………………………………6 Enlarging Reason by Dismantling Dualisms…………………………………………10 Emotion, Organizing, and Education…………………………………………………16 Emotions as Individual and Social……………………………………………….16 The Relationships between Emotion and Learning……………………...………18 Emotion Scripts and Regulation…………………………………………………24 The Emotional Landscape of Students’ Lives…………………………………...30 Research Question One…………………………………………………..31 Research Question Two………………………………………………….31 Research Question Three………………………………………………...31 Chapter Two - Methodology……………………………………………………………..32 ix Qualitative Research………………………………………………………………….32 A Reflexive Methodology…………………………………………………………….34 Do, Say, and Make Methods………………………………………………………….39 Do Methods ……………………………………………………………………...39 Ethnography………………………………………………………….......39 Truth and Rigor…………………………………………………..40 Self as Researcher………………………………………………………..42 Ethnographic Scene, Discourse Collection, and Analysis……………………………46 The Ethnographic Scene…………………………………………………………46 Discourse Collection……………………………………………………………..47 Organizational Access…………………………………………………...48 Participant Observation…………………………………………………..49 Fieldnotes…………………………………………………………….......52 Say Methods……………………………………………………………………..53 Interviewing……………………………………………………………...53 Narrative Inquiry………………………………………………………....59 Make Methods…………………………………………………………………..61 Creativity and Generative Tools…………………………………………61 A Generative Approach to Experience and Expression………………….64 Sensitizing and Immersion……………………………………….64 Collaging/Mapping………………………………………………65 Creating and Piloting Toolkits…………………………………...67 Generative Process……………………………………………….68 x