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Developing a reflexive stance on personal emotions and experiences relating   to otherness is one of the main goals of innovative pedagogical activities   designed to combat racism. This novel socio-constructivist approach to   cultural diversity in education seems an interesting alternative to   essentialist approaches, as it involves the learner and uses reflexivity to   foster change. However, little is yet known about the psychosocial effects of   introducing emotions and personal experiences into the learning environment.   In this paper, adopting a sociocultural theoretical framework, we describe   two pedagogical settings in which students’ emotions and personal experiences   were addressed in a multicultural context. The results of our first study   showed that, in some teacher-student interactions, students’ verbalized   emotions were articulated in a more generic discourse. Working with emotions   can therefore lead to what we call a secondarization process, whereby   personal experiences are related to collective and conceptualized knowledge.   However, these pedagogical practices may also generate unexpected outcomes   that hinder learning. The second study explored the structuring effect of   (self-)narratives, viewed as psychological instruments. These findings are   discussed with a view to informing the debate on the role of emotional   aspects in education, and sociocultural research in psychology examining the   complex interplay between individual and cultural dimensions in learning

Culture, emotions and narratives in education for cultural diversity: A sociocultural approach