Schooling, social inequalities and (dis)affects: enriching the sociological gaze

Abstract

Despite this inescapable feature of the school experience, the emotional impact of schooling has been under-theorised in both the sociology of education and the sociology of emotions. This special section in Emotions and Society aims to consolidate a line of inquiry that takes advantage of the conceptual tools developed in these sociological fields to more precisely understand the implications of emotions and, affects on educational practices and processes. The following four articles contribute to understanding the role of emotions, affects and care in schools, particularly in shaping educational experiences, relationships and opportunities, and the (re)production of educational inequalities. In doing so, it aims to address and fill some gaps identified in existing research.