Abstract

Emotions constitute a key dimension in teachers’ lives (Schutz and Pekrun 2007; Schutz and Zembylas 2009; Zembylas 2005). Especially in times of change – demographic changes; social and cultural changes; large-scale educational reforms – emotions seem to be further intensified (Van Veen and Sleegers 2006, 2009). Recent years have witnessed increasing multiculturalism and immigration in Europe, generating significant population changes and essentially redefining the demographic map of European societies (Fortier 2005). While there has been increased interest among education scholars for engaging with issues of immigration and multiculturalism in Europe, there has not been much interest in exploring how these changes are entangled with teachers’ emotions.