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Published VersionCC BY V4.0, Open Access
Journal article
Emotional labour demands in enabling education: A qualitative exploration of the unique challenges and protective factors
Student Success, Vol.9(1), pp.23-33
2018
Abstract
Students in enabling programs bring richness, diversity, and complexity to the teaching and learning environment. They are often from under-represented backgrounds, have experienced educational disadvantage or disruption, belong to multiple equity groups, and face academic and non-academic challenges, including mental ill-health. This pilot study explored academic staff experiences in teaching and supporting students in enabling programs. Using a collaborative autoethnographical approach, four members of a multi-institutional research group wrote first-person reflections in response to guiding questions. From generative and reflective discussions, different themes arose. A major theme was the high 'emotional labour demands' of teaching a vulnerable cohort, with both positive and negative effects on staff. Other major themes included: the diversity of emotional responses and coping strategies; the complex, sometimes contradictory, role of the enabling educator; the importance of communities of care and support; and the impact of witnessing students' transformations. Within these themes, the challenges, rewards, and protective factors, which mitigate stress among enabling educators, were identified.
Details
- Title
- Emotional labour demands in enabling education: A qualitative exploration of the unique challenges and protective factors
- Authors
- Nicole Crawford - University of TasmaniaAnita Olds - Murdoch UniversityJoanne Lisciandro - Murdoch UniversityMegan Jaceglav - Murdoch UniversityMarguerite Westacott - University of the Sunshine Coast, Queensland, School of Education and Tertiary AccessLesley Osenieks - University of Tasmania
- Publication details
- Student Success, Vol.9(1), pp.23-33
- Publisher
- Queensland University of Technology
- Date published
- 2018
- DOI
- 10.5204/ssj.v9i1.430
- ISSN
- 2205-0795
- Copyright note
- Authors retain copyright and grant the Journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution International Licence (CC BY 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Organisation Unit
- School of Education and Tertiary Access
- Language
- English
- Record Identifier
- 991122151902621
- Output Type
- Journal article
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- Collaboration types
- Domestic collaboration
- Web Of Science research areas
- Education & Educational Research
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Source: InCites