Abstract
In this manuscript, the authors examine the field of education's extended preoccupation with dreadful narratives. A qualitative analysis of educational research proposals is used to illustrate the limited representation of joy in scholarly research around educational spaces. Consideration is given to the roles that educational research and teacher preparation play in perpetuating deficit narratives and possible ways to reframe both the conversations we have around education as well as the field itself. Using Positive Psychology as an exemplar model, this manuscript calls for teacher educators to thoughtfully use joy as a construct in the preparation of future educators.
Recommended Citation
Parker, Benjamin and Parker, Kathryn E.
(2023)
"A Call for Reorienting Joy in Educative Spaces,"
Teacher Education Journal of South Carolina: Vol. 16:
No.
3, Article 6.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol16/iss3/6