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This volume presents different conceptual and theoreticalframeworks as well as research methods that have helped educational researchersto study emotions. It includes innovative approaches that push themethodological boundaries that have served educational researchers until nowand proposes new ways of researching emotions in educational contexts. In particular,this edited volume provides a historical frame for studying emotions. Itconnects theoretical/epistemological views with choice of research methods and describes specificmethods helpful in doing research on emotions as they are grounded in differenttheoretical and disciplinary traditions such as psychology, philosophy,sociology, history, political science, cultural studies, and feminist studies.Finally, it appreciates the contextual and international dimensions of studyingemotions in education and contributes to ongoing debates about the implicationsof our methodological choices for understanding emotion in education. Thiscombination of variety, timeliness, potential for transformation of the field,and uniqueness make this a very valuable resource to introduce new scholars inthe field alongside established scholars.
List of contents
I. Introduction.- 1. Introduction to Methodological Advances in Research on Emotion and Education, MichalinosZembylas and Paul A. Schutz.- II. Early Work and Reflections on ResearchingEmotions in Education.- 2. Interviewwith Megan Boler: From 'Feminist Politics of Emotions'to the 'Affective Turn', MeganBoler (with Michalinos Zembylas.- 3. TheEmotional Dimension in Teachers' Work Lives: A Narrative-BiographicalPerspective, Geert Keltchtermans.- 4. Using Self-Report to Assess Emotionsin Education, Reinhard Pekrun.- 5.Understanding and Planning Emotions Research, Christopher Day and BelindaHarris.- III. Affective Terrains While Conducting Research on Emotion inEducational Contexts.- 6. Gauging the Affective: Becoming Attuned to Its Impactin Education, Megan Watkins.- 7. Navigatingthe Emotional Terrain of Research: Affect and Reason by Way of Imagination, Kathleen Gallagher.- 8. ContemplativeEngagement with Emotion: Embodied Strategies for Transformation and Change, AmyWinans and Elizabeth Dorman.- 9. Emerging Emotions in Post-structuralParticipant Ethnography in Education, Maija Lanas.- IV. Foregrounding Conceptualand Theoretical Frameworks While Researching Emotion in Educational Contexts.- 10.Emotions as Situated, Embodied, and Fissured: Methodological Implications ofThinking with Theories, Candace Kuby.- 11. Emotion as Mediated Action in DoingResearch on Learning, CynthiaLewis and Anne Crampton.- 12.Emotional Geographies and the Study of Education Spaces, Peter Kraftl.- 13.Measuring Affect in Educational Contexts: A Circumplex Approach, LisaLinnenbrink-Garcia, Stephanie V. Wormington, and John Ranellucci.- 14. Where Race, Emotions and Research Meet:Moving Towards a Framework of Race Critical Researcher Praxis.- KeffrelynBrown.- 15. A Political Ethics of Care Perspective in Researching Emotions, VivienneBozalek, 16. Affect Theory and Judith Butler: Methodological Implications forEducational Research, Michalinos Zembylas.- V.Foregrounding Research Methods While Investigating Emotions in EducationalContexts.- 17. Using Multiple and Mixed Methods to Investigate Emotions inEducational Contexts, Paul A. Schutz, Jessica T. DeCuir-Gunby, and Meca R. Williams-Johnson.-18. Interdisciplinary Research Methods Used to Investigate Emotions withAdvanced Learning Technologies, Roger Azevedo, Michelle Taub, Nicholas Mudrick,Jesse Farnsworth, and Seth A. Martin.- 19. Assessing Academic Emotions via theExperience Sampling Method, Thomas Goetz and Madeleine Bieg.- 20. `ExploringEmotions at School with Children: Reflections on the Role of the Visual and Performativein Engaging with Children's Constructed and Embodied Meanings of Emotion, LisaProcter.- 21. Researching Emotion Through Oral Histories of Educational andPersonal Change: Memory and Teacher Narratives, Julie McLeod.- VI. A FutureAgenda for Research Methods on Emotions and Education.- 22. Where Do We Go From Here? Implications and Future Directionsfor Research Methods on Emotion and Education, Paul A. Schutz and Michalinos Zembylas.
About the author
Michalinos Zembylas is Associate Professor of Educational Theory and Curriculum
Studies at the Open University of Cyprus. He is also Visiting Professor
and Research Fellow at theInstitute for
Reconciliation and Social Justice, University of the Free State, South Africa. He has written
extensively on emotion and affect in relation to social justice pedagogies, intercultural and peace education, human
rights education and citizenship education. His forthcoming book is titled Emotion and Traumatic Conflict: Re-claiming Healing in Education (Oxford, 2015).
Paul Schutz is currently a
professor in the Department of Educational Psychology at the University of
Texas at San Antonio. His research interests include the nature of emotion,
emotional regulation, and teachers’ understandings of emotion in the classroom.
He is a past president for Division 15: Educational Psychology of the American
Psychological Association and a former co-editor of the Educational
Researcher: Research News and Comment, a lead journal for the
American Educational Research Association.
Summary
This volume presents different conceptual and theoretical
frameworks as well as research methods that have helped educational researchers
to study emotions. It includes innovative approaches that push the
methodological boundaries that have served educational researchers until now
and proposes new ways of researching emotions in educational contexts. In particular,
this edited volume provides a historical frame for studying emotions. It
connects theoretical/epistemological views with choice of research methods and describes specific
methods helpful in doing research on emotions as they are grounded in different
theoretical and disciplinary traditions such as psychology, philosophy,
sociology, history, political science, cultural studies, and feminist studies.
Finally, it appreciates the contextual and international dimensions of studying
emotions in education and contributes to ongoing debates about the implications
of our methodological choices for understanding emotion in education. This
combination of variety, timeliness, potential for transformation of the field,
and uniqueness make this a very valuable resource to introduce new scholars in
the field alongside established scholars.
