Understanding and Planning Emotions Research

Chapter

Abstract

This chapter addresses personal, theoretical and professional practice issues guiding the authors’ emotions’ research in education. Conversational extracts illuminate the influence of personal biography on epistemological and ontological positioning, and consider implications for the roles, responsibilities and ethical conduct of the researcher. It is argued that emotional experiences are situated within a nexus of complex, hierarchical relationships and systemic events. Therefore, researchers need to move beyond an individualist paradigm to understand how multiple, interconnected factors serve to co-create individual and collective experiences in specific environments, and how the research process itself impacts the totality of the situation. A commitment to honor participants’ realities and truth needs to permeate the whole research process. Dialogue with researchers from other traditions is advocated to create a more inclusive emotion-focused research community.

Keywords

Researcher biography Researcher dispositions Emotions research Gestalt Creative methods 

References

  1. Argyris, C. (1990). Overcoming organisational defences: Facilitating organisational learning. Boston: Allyn & Bacon.Google Scholar
  2. Blake, W. (1908). On friends and foes: The poetic works. Oxford: Oxford University Press.Google Scholar
  3. Bryk, A. S., & Schneider, B. (2002). Trust in schools: A core resource for improvement. New York: Russell Sage Foundation.Google Scholar
  4. Buber, M. (1937/1958). I and Thou. Edinburgh: T&T Clark.Google Scholar
  5. Day, C. (2004). A passion for teaching. London: Routledge.CrossRefGoogle Scholar
  6. De Certau, M. (1984). The practice of everyday life (Vol. 1). London: University of California Press.Google Scholar
  7. Denzin, N. K., & Lincoln, Y. S. (Eds.). (2005). Handbook of qualitative research. Thousand Oaks, CA: Sage.Google Scholar
  8. Friedlander, S. (1918). Schoepferiche indifference [Creative indifference]. Munich: Georg Friedlander Muller.Google Scholar
  9. Harris, B. (2007). Supporting the emotional work of school leaders. London: Paul Chapman.Google Scholar
  10. Krefting, L. (1991). Rigor in qualitative research: The assessment of trustworthiness. The American Journal of Occupational Therapy, 45(3), 214–222.CrossRefGoogle Scholar
  11. Lewis, K. (1935). The dynamic theory of personality. New York: McGraw Hill Book Co.Google Scholar
  12. Luttrell, W. (2005). Crossing anxious borders: teaching across the quantitative-qualitative ‘divide’. International Journal of Research & Method in Education, 28(2), 183–195.CrossRefGoogle Scholar
  13. Nespor, J. (2006). Morphologies of inquiry: the uses and spaces of paradigm proliferation. International Journal of Qualitative Studies in Education, 19(1), 115–128.CrossRefGoogle Scholar
  14. Parlett, M. (2000). Creative adjustment and the global field. British Gestalt Journal, 9(10), 15–27.Google Scholar
  15. Pelias, R. J. (2004). A methodology of the heart: Evoking academic and daily life. Lanham, MD: Roman and Littlefield Publishing Company.Google Scholar
  16. Weinstein, D., & Weinstein, M. (1991). Georg Simmel: Sociological flaneur bricoleur. Theory, Culture and Society, 8, 151–168.CrossRefGoogle Scholar

Copyright information

© Springer International Publishing Switzerland 2016

Authors and Affiliations

  1. 1.School of EducationUniversity of NottinghamNottinghamUK

Personalised recommendations