Abstract
The role of emotions in postsecondary teaching and learning is an unruly subject of inquiry. Spread across relevant fields of study are multiple, competing approaches to describing, theorizing, and studying emotions. This chapter represents a preliminary foray into the scholarship on emotions in postsecondary teaching and learning. In this chapter, I identify some of the complications involved in exploring emotions in postsecondary settings and describe two broad approaches to conceptualizing emotions. In addition to reviewing research focused primarily on students’ emotional experiences, I consider studies that describe the role of teachers and pedagogies in relation to students’ emotions. After discussing how emotions are conceptualized and investigated in this literature, I consider the implications for future explorations of emotions in postsecondary teaching and learning. Ultimately, this chapter illuminates the complexity of inquiry into emotions while offering suggestions for research that recognizes the potential of emotions—and inquiry around emotions—to disrupt inequalities in higher education.
Anna Neumann was the Associate Editor for this chapter.
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Cox, R.D. (2022). Emotions in Postsecondary Teaching and Learning. In: Perna, L.W. (eds) Higher Education: Handbook of Theory and Research. Higher Education: Handbook of Theory and Research, vol 37. Springer, Cham. https://doi.org/10.1007/978-3-030-76660-3_8
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