Scott Michael R
Educational Leadership and Policy, University of Texas at Austin, Austin, United States.
Child Geogr. 2019;17(6):748-754. doi: 10.1080/14733285.2019.1630713. Epub 2019 Jun 13.
Education scholars grappling with policy issues related to community and identity issues may pay attention to the work of emotion. Rationalist, psychological frameworks that bound many educational researchers' policy analyses are limited in scope: the policy process is seen as a linear cause-and-effect process. A feminist geographic attention to this research offers a more complex understanding of the experiences of policy. Using children's displacement by gentrification as an example, this commentary will show how a feminist geographic understanding of place attachment offers a more complete understanding of the effects of gentrification. Specifically, using the concept of the 'intimate city' (Datta 2016), I show how the global process of gentrification is entangled with the intimate embodiment of emotions. And in order to effectively study education policy, we must be attuned to how children embody their emotions.
应对与社区和身份问题相关政策问题的教育学者可能会关注情感方面的研究。许多教育研究者进行政策分析时所采用的理性主义心理学框架，其范围有限：政策过程被视为一个线性的因果过程。女性主义地理学视角对这项研究的关注，能让我们对政策体验有更复杂的理解。以因城市绅士化导致儿童流离失所为例，本评论将展示女性主义地理学对地方依恋的理解如何能让我们更全面地理解城市绅士化的影响。具体而言，运用“亲密城市”（达塔，2016年）这一概念，我将展示全球范围内的城市绅士化进程是如何与情感的亲密体现交织在一起的。并且为了有效地研究教育政策，我们必须留意儿童是如何体现他们的情感的。
