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.
Зміст
I. Introduction.- 1. Introduction to Methodological Advances in Research on Emotion and Education, Michalinos Zembylas and Paul A. Schutz.- II. Early Work and Reflections on Researching Emotions in Education.- 2. Interview with Megan Boler: From ‘Feminist Politics of Emotions’ to the ‘Affective Turn’, Megan Boler (with Michalinos Zembylas.- 3. The Emotional Dimension in Teachers’ Work Lives: A Narrative-Biographical Perspective, Geert Keltchtermans.- 4. Using Self-Report to Assess Emotions in Education, Reinhard Pekrun.- 5. Understanding and Planning Emotions Research, Christopher Day and Belinda Harris.- III. Affective Terrains While Conducting Research on Emotion in Educational Contexts.- 6. Gauging the Affective: Becoming Attuned to Its Impact in Education, Megan Watkins.- 7. Navigating the Emotional Terrain of Research: Affect and Reason by Way of Imagination, Kathleen Gallagher.- 8. Contemplative Engagement with Emotion: Embodied Strategies for Transformation and Change, Amy Winans and Elizabeth Dorman.- 9. Emerging Emotions in Post-structural Participant Ethnography in Education, Maija Lanas.- IV. Foregrounding Conceptual and Theoretical Frameworks While Researching Emotion in Educational Contexts.- 10. Emotions as Situated, Embodied, and Fissured: Methodological Implications of Thinking with Theories, Candace Kuby.- 11. Emotion as Mediated Action in Doing Research on Learning, Cynthia Lewis and Anne Crampton.- 12. Emotional Geographies and the Study of Education Spaces, Peter Kraftl.- 13. Measuring Affect in Educational Contexts: A Circumplex Approach, Lisa Linnenbrink-Garcia, Stephanie V. Wormington, and John Ranellucci.- 14. Where Race, Emotions and Research Meet: Moving Towards a Framework of Race Critical Researcher Praxis.- Keffrelyn Brown.- 15. A Political Ethics of Care Perspective in Researching Emotions, Vivienne Bozalek, 16. Affect Theory and Judith Butler: Methodological Implications for Educational Research, Michalinos Zembylas.- V. Foregrounding Research Methods While Investigating Emotions in Educational Contexts.- 17. Using Multiple and Mixed Methods to Investigate Emotions in Educational Contexts, Paul A. Schutz, Jessica T. De Cuir-Gunby, and Meca R. Williams-Johnson.- 18. Interdisciplinary Research Methods Used to Investigate Emotions with Advanced Learning Technologies, Roger Azevedo, Michelle Taub, Nicholas Mudrick, Jesse Farnsworth, and Seth A. Martin.- 19. Assessing Academic Emotions via the Experience Sampling Method, Thomas Goetz and Madeleine Bieg.- 20. `Exploring Emotions at School with Children: Reflections on the Role of the Visual and Performative in Engaging with Children’s Constructed and Embodied Meanings of Emotion, Lisa Procter.- 21. Researching Emotion Through Oral Histories of Educational and Personal Change: Memory and Teacher Narratives, Julie Mc Leod.- VI. A Future Agenda for Research Methods on Emotions and Education.- 22. Where Do We Go From Here? Implications and Future Directions for Research Methods on Emotion and Education, Paul A. Schutz and Michalinos Zembylas.
Про автора
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 the Institute 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.
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