The schooling of emotion and memory: Analyzing emotional styles in the context of a teacher's pedagogical practices

• Emotional experiences are connected with historical, political and social structures.
• These structures supply the meaning by which emotional styles are enacted.
• There is clash between dominant and subordinate emotional styles in the classroom.
• This clash unveils the interactional micro-processes of emotional styles.

This paper presents an exploratory case study of the dynamics of the entanglement between emotion and memory in the context of a teacher's pedagogical practices in a conflict-troubled society. The theoretical concept of emotional styles is used analytically to demonstrate how emotions and memory are intertwined and political. The analysis shows the ways in which emotional styles enable or discourage certain representations of the past. Also, it is shown how individual emotional experiences are connected with larger historical, political and social discourses. The implications of the concept of emotional styles are discussed in the context of teacher pedagogies.