Informed by feminist theories of emotion and the concept of critical emotional praxis, this PAR study highlights the emotional terrain of four Northern California community college teachers who teach human rights. The following meta-question guided this research: \"Given the role of emotions in challenging injustice, as well as in engaging in personal and societal change, what role do emotions play when teaching in a community college?\" Data sources included journals, monthly meetings, final reflection narratives, and exit interviews, which were culled for emergent themes. The findings indicate that the co-researchers in this study experienced emotional ambivalence (the simultaneous experience of positive and negative emotions) towards the label of human rights educator, as well as other aspects of the community college profession. This study uncovered new knowledges and conceptualizations in understanding how emotions are central to teaching, learning and honoring the human rights of all beings. Specifically, engagement in critical emotional praxis allowed the co-researchers to teach for transformation. We discovered that by focusing on the emotional aspects of teaching, educators are able to teach wholeheartedly and work towards personal, professional, institutional, and societal change.
","abstract_html":"<p>Informed by feminist theories of emotion and the concept of critical emotional praxis, this PAR study highlights the emotional terrain of four Northern California community college teachers who teach human rights. The following meta-question guided this research: "Given the role of emotions in challenging injustice, as well as in engaging in personal and societal change, what role do emotions play when teaching in a community college?" Data sources included journals, monthly meetings, final reflection narratives, and exit interviews, which were culled for emergent themes. The findings indicate that the co-researchers in this study experienced emotional ambivalence (the simultaneous experience of positive and negative emotions) towards the label of human rights educator, as well as other aspects of the community college profession. This study uncovered new knowledges and conceptualizations in understanding how emotions are central to teaching, learning and honoring the human rights of all beings. Specifically, engagement in critical emotional praxis allowed the co-researchers to teach for transformation. We discovered that by focusing on the emotional aspects of teaching, educators are able to teach wholeheartedly and work towards personal, professional, institutional, and societal change.</p>","abstract_has_math":false,"creators":["Padilla, Lindsay"],"institution":null,"degree_name":"Doctor of Education (Ed.D.)","degree_level":"Dissertation","degree_discipline":"International and Multicultural Education","degree_department":null,"school":null,"contributors":["Susan R Katz","Shabnam Koirala-Azad","Cori Bussolari"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-01-01T08:00:00Z","date_published":"2014-01-01T08:00:00Z","updated_at":"2026-07-24T05:42:56Z","subjects":["community college","educator","emotion","higher education","human rights education","pedagogy","Community College Education Administration","Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://repository.usfca.edu/diss/112","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Susan R Katz","Shabnam Koirala-Azad","Cori Bussolari"]},{"key":"dc:creator","label":"Author","values":["Padilla, Lindsay"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["1970-01-01T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["International and Multicultural Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["community college","educator","emotion","higher education","human rights education","pedagogy","Community College Education Administration","Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://repository.usfca.edu/diss/112"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Informed by feminist theories of emotion and the concept of critical emotional praxis, this PAR study highlights the emotional terrain of four Northern California community college teachers who teach human rights. The following meta-question guided this research: \"Given the role of emotions in challenging injustice, as well as in engaging in personal and societal change, what role do emotions play when teaching in a community college?\" Data sources included journals, monthly meetings, final reflection narratives, and exit interviews, which were culled for emergent themes. The findings indicate that the co-researchers in this study experienced emotional ambivalence (the simultaneous experience of positive and negative emotions) towards the label of human rights educator, as well as other aspects of the community college profession. This study uncovered new knowledges and conceptualizations in understanding how emotions are central to teaching, learning and honoring the human rights of all beings. Specifically, engagement in critical emotional praxis allowed the co-researchers to teach for transformation. We discovered that by focusing on the emotional aspects of teaching, educators are able to teach wholeheartedly and work towards personal, professional, institutional, and societal change.
"]},{"key":"dc:title","label":"Title","values":["\"My Gut Has To Feel It\": A Participatory Action Research Study of Community College Educators Navigating the Emotional Terrain of Human Rights Education"]}]}],"canonical_facts":{"dc:contributor":["Susan R Katz","Shabnam Koirala-Azad","Cori Bussolari"],"dc:creator":["Padilla, Lindsay"],"dc:date.available":["1970-01-01T08:00:00Z"],"dc:description.abstract":["Informed by feminist theories of emotion and the concept of critical emotional praxis, this PAR study highlights the emotional terrain of four Northern California community college teachers who teach human rights. The following meta-question guided this research: \"Given the role of emotions in challenging injustice, as well as in engaging in personal and societal change, what role do emotions play when teaching in a community college?\" Data sources included journals, monthly meetings, final reflection narratives, and exit interviews, which were culled for emergent themes. The findings indicate that the co-researchers in this study experienced emotional ambivalence (the simultaneous experience of positive and negative emotions) towards the label of human rights educator, as well as other aspects of the community college profession. This study uncovered new knowledges and conceptualizations in understanding how emotions are central to teaching, learning and honoring the human rights of all beings. Specifically, engagement in critical emotional praxis allowed the co-researchers to teach for transformation. We discovered that by focusing on the emotional aspects of teaching, educators are able to teach wholeheartedly and work towards personal, professional, institutional, and societal change.
"],"dc:identifier":["https://repository.usfca.edu/diss/112"],"dc:subject":["community college","educator","emotion","higher education","human rights education","pedagogy","Community College Education Administration","Education"],"dc:title":["\"My Gut Has To Feel It\": A Participatory Action Research Study of Community College Educators Navigating the Emotional Terrain of Human Rights Education"],"thesis:degree_discipline":["International and Multicultural Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education (Ed.D.)"]},"updated_at":"2026-07-24T05:42:56Z"}