Post-secular affective labours of teaching: contemplative practices and the ‘belaboured self’
Critical Studies in Education February 24, 2022 Christopher T. Mccaw, J. Gerrard 4 citations
Teachers' use of contemplative practices like mindfulness and meditation involves complex forms of affective labor that blend personal self-work with professional responsibilities. Rather than merely serving as stress-reduction techniques, these practices are embraced by teachers to improve and transform themselves in relation to both teaching duties and broader life projects. Drawing on qualitative case studies, the analysis reveals deep political ambivalences: contemplative practices can become incorporated into obligations toward self-improvement and increased productivity, aligning with what has been called the 'belaboured self.' However, they may also foster relational forms of ethical responsibility that resist instrumentalizing, competitive, and individualistic education policy discourses and institutional cultures.