This study used an emotional geographies theoretical framework to analyze the emotional dimensions of urban teacher change. Fifteen urban physical education teachers involved in a comprehensive curriculum reform project were interviewed and observed multiple times across one school year. Data were analyzed using inductive analysis, and trustworthiness measures included triangulation, peer debriefing, researcher journals, and member checks. Teachers reported that emotional dimensions related to their urban students, colleagues, and status heavily influenced their engagement in the project. The discussion section maps the emotional dimensions of these teachers’ change experiences onto an emotional geographies framework that situates their experiences in change literature and offers a roadmap for future reform initiatives.
McCaughtry and Martin are with the Division of Kinesiology, Health & Sport Studies, College of Education, Wayne State University, 125.1 Matthaei Building, Detroit, MI 48202; Kulinna is with Arizona State University at the Polytechnic Campus, Department of Education, 7001 E. Williams Field Rd. Bldg. 140, Mesa, AZ 85212; Cothran is with Indiana University, Department of Kinesiology; 107 S. Indiana Ave., Bloomington, IN 47405-7000.