Emotional Literacy as a Pedagogical Product
This paper examines how emotional literacy works as a 'new humanist' knowledge object, with particular emphasis on its capacity to shape pedagogical processes and their outcomes. It does so in three parts. First, it explores the dimensions of emotional literacy as a knowledge object, showing how the take-up of EQ may be understood to represent the triumph of self-stylisation-as-substance. Second, it indicates how it is located in a larger pedagogical agenda focused on human development and change. Finally, it considers the risks of endorsing and adopting this new knowledge object unproblematically into the work of universities and schools.
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|Item Type:||Journal Article|
|Subjects:||Australian and New Zealand Standard Research Classification > LANGUAGES COMMUNICATION AND CULTURE (200000) > COMMUNICATION AND MEDIA STUDIES (200100)|
Australian and New Zealand Standard Research Classification > LANGUAGES COMMUNICATION AND CULTURE (200000) > CULTURAL STUDIES (200200)
Australian and New Zealand Standard Research Classification > STUDIES IN CREATIVE ARTS AND WRITING (190000) > FILM TELEVISION AND DIGITAL MEDIA (190200)
|Divisions:||Current > QUT Faculties and Divisions > Creative Industries Faculty|
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2004 Taylor and Francis|
|Copyright Statement:||First published in Continuum: Journal of Media and Cultural Studies 18(2):pp. 179-190.|
|Deposited On:||29 Jun 2005|
|Last Modified:||29 Feb 2012 23:08|
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