Emotional geographies of teacher–parent relations: three teachers’ perceptions in Taiwan

摘要

This article attempts to use Andy Hargreaves’ theoretical framework of emotional geographies to analyze teachers’ perceptions of their interactions with parents in Taiwan. Based on the qualitative interviews with three primary teachers, the research findings show that teachers’ emotional distances from parents were intertwined with parents’ sociocultural status, teachers’ moral purposes, teachers’ notions of professionalism, teachers’ political pretense, and the frequency to contact parents. Thus, Hargreaves’ framework could be a useful tool to explore teacher–parent interactions. The paper closes with suggestions for policy considerations.