Emotion and Curriculum: Teaching English Language Arts While Grieving a Death

• In Event: 79.050 - MTCC Roundtable Session 36
  In Roundtable Session: 79.050-5 - Reading, Writing, and Reflecting: Teacher Experiences in English Language Arts

Abstract

This phenomenological interview study explores English teachers’ experiences teaching English language arts curriculum while grieving a significant death in their personal life. Data analyzed are transcripts from: seven 45-90 minute individual interviews with teachers, one focus group including four participants, and individual follow up interviews with two participants. Findings show that teacher’s social and emotional experiences with death and loss influence how they engaged students with curriculum, especially literary texts that touch on death and loss. Teachers regulate responses such as sadness, grief, longing, and fear when discussing literary texts with students and when interacting with colleagues at school. Findings suggest that teachers need better pathways for understanding how personal tragedy intersects with teaching English language arts curriculum.

Author

• Mandie B Dunn, University of South Florida - Tampa