Developing Educational Organizational Theory: This Time With Feelings

• In Event: 34.067 - Organizational Theory and Organizing in Schools

Abstract

Educational institutions are places of affective intensity. However, research into role of affect in organising in schools and colleges is relatively limited. Consequently, affect does not have the central place in educational organisational theory it merits. We contend that educational organisational theory will be inappropriately limited if affect is not given a more central place. However, giving affect that more central place is challenging because researching affect in schools is highly problematic. In the paper, we acknowledge and address those problems by analysing the role of feelings in initiating actions and thereby establishing its link with power in organisational interactions. A central role for feelings in educational organisational theory and practice is thus established.

Authors

• Megan Crawford, Plymouth University

• Christopher R. James, University of Bath

• Izhar Oplatka, Tel Aviv University