Department of Specific Didactics, Faculty of Education, University of Burgos, 09001 Burgos, Spain.
Integrated Science Association (ISA), Universal Scientific Education and Research Network (USERN), Tehran 1419733151, Iran.
Int J Environ Res Public Health. 2021 Apr 12;18(8):4055. doi: 10.3390/ijerph18084055.
The objective of this study is, on the one hand, to analyse emotional responses to the construction of hate speech relating to gender identity on Twitter. On the other hand, the objective is to evaluate the capabilities of trainee primary education teachers at constructing alternative counter-narratives to this socially alive issue, surrounding the approval of the [Gender Identity Law] in Chile, in 2018. With this two-fold objective in mind, quantitative, descriptive, and inferential analysis and qualitative analysis techniques are all applied. The results inform us of the influence of socially constructed emotions and feelings that are expressed in social narratives. However, the narratives of the participants neither appeared to reach satisfactory levels of reflection on the social issues that stirred their own emotional responses, nor on the conflict between reason and the value judgements that they expressed in the digital debate (counter-narratives). These results point to the need to consider both emotions and feelings, as categories of social analysis, and to reflect on their forms of expression within the framework of education for inclusive democratic citizenship.
本研究的目的一方面是分析在 Twitter 上构建与性别认同相关的仇恨言论时的情感反应。另一方面，目的是评估职前小学教育教师构建针对这一社会热点问题（2018 年智利通过《性别认同法》）的替代反叙事的能力。考虑到这两个目标，应用了定量、描述性和推断性分析以及定性分析技术。结果表明，社会叙事中表达了社会建构情感和感受的影响。然而，参与者的叙事似乎既没有达到对引发他们情感反应的社会问题进行充分反思的程度，也没有达到对他们在数字辩论中表达的理性与价值判断之间的冲突进行反思的程度（反叙事）。这些结果表明，有必要将情感和感受作为社会分析的范畴加以考虑，并在包容民主公民教育的框架内反思它们的表达形式。
