Mixed-citizenship couples’ emotional geographies of ‘doing family’

This paper seeks to examine both how emotions have been explored in emotional geography and also how affect has been understood in affectual geography. By tracing out the conceptual influences underlying emotional and affectual geography, I seek to understand both the similarities and differences between their approaches. I identify three key areas of agreement: a relational ontology that privileges fluidity; a privileging of proximity and intimacy in their accounts; and a favouring of ethnographic methods. Even so, there is a fundamental disagreement, concerning the relationship – or non-relationship – between emotions and affect. Yet, this split raises awkward questions for both approaches, about how emotions and affect are to be understood and also about their geographies. As importantly, mapping the agreements and disagreements within emotional and affectual geography helps with an exploration of the political implications of this work. I draw upon psychoanalytic geography to suggest ways of addressing certain snags in both emotional and affectual geography.

Towards an emotional electoral geography: The performativity of emotions in electoral campaigning in Ecuador

Methane gas production has boomed across the United States as a result of the development of fracking technology and its associated infrastructures, including pipelines. This production has provoked resistance over a litany of environmental and social concerns at both global and local scales. These concerns are compounded by a history of extractive economies and degradation in the Marcellus shale region of Appalachia and the Ohio River Valley. To date, there has been limited research at the intersection of extractive industry and emotional geography, especially around pipelines. This research draws on feminist, emotional, and energy geographies and uses semi-structured interviews and body mapping focus groups to investigate the ways in which place-based identity, sense of place, and place attachment have been impacted by the oil and gas buildout, and how these impacts are emotionally embodied. Participants in this research spoke to the ways in which pipelines, compressor stations, gas wells, and other fracked gas infrastructures have significantly impacted their relationships to their homes, communities, and selves. They described the physical and psychological impacts from the industrial buildout, including health impacts and emotional upheaval, which could feel inescapable and uncontrollable. Participants invoked concepts of energy landscapes and energy terrains to discuss multiple scales and sites of impact from industry buildout, and understood the linked geographies of the home, landscape, and self through embodied emotions. These findings highlight that fracked gas infrastructures have the affectual, emotional capacity to disrupt place attachment and place identity for impacted residents, manifested through embodied emotions. This thesis addresses the conceptual gap at the intersection of energy and emotional geographies through a focus on the embodied experiences of the self, home, and landscape in relation to the oil and gas buildout in the Ohio River Valley. This thesis has broad implications for decision-making processes around extreme energy production through an illustration of the lived experiences of fenceline communities.

In EFL classrooms, each teacher is expected to be able to act professionally in teaching and assessing the students through the ability to control emotions. However, studies that capture such phenomenon are lacking. This study investigated the narratives of Indonesian EFL teachers’ emotional geographies who conducted online assessments using 'Funtainment Assessment' in 'Grammar' classes. The study employed a narrative inquiry as the design by collecting individual in-depth interview data over four months. Findings unveiled five aspects that influenced changes in the participants' emotional geographies: physical, moral, sociocultural, professional, and political. Participants had a variety of attitudes in response to the emotions that arose when assessing the students' grammar competence online. Interestingly, the participants experienced continuous adaptation to the practice of negotiation to the emotional changes Thus, it did not distract the professional developments they had done through agentive actions. The study's empirical results also suggest that the 'emotional geography dimensions' contributed to future teachers' professional developme

This article investigates the shaping of place through memory and emotion. In particular it explores how, by engaging with particular kinds of materials, people texture locales in ways which help to structure future actions. By examining the manner in which deceased human bodies were engaged with at the British Neolithic site of Hambledon Hill, this article argues that we can trace the creation of these mnemonic and emotional geographies and so add to our understanding of how and why traditions of practice, including the deposition of human bone, were maintained through time.

In many Australian communities, outdoor municipal pools are much loved yet constantly threatened with closure. Threats of closure inspire impassioned responses and it is clear that these seasonal pools offer much more than physical infrastructure. At first glance, the concept of ‘emotional geography’ seems to capture this ‘more’, and this essay, based on research at one such pool, demonstrates how pools afford sociality, embodied experiences and practices of emplacement that emotionally connect people to each other, to nature and to an imagined historical community. However, participants’ narratives also revealed affective intensities, and multisensory evocations of place and self synchronically encountered, that the concept of ‘emotional geography’ cannot capture. To understand the cultural meaning and personal significance of seasonal pools in Australia, we have to feel our way through the placial folding of affective intensities and emotional lives.

As a response to interaction with the school environment during teaching practice, emotional experiences in teaching are still a challenge for future English as a foreign language (EFL) teacher candidates. Despite the growing focus on emotional studies, there is a lack of exploration of EFL pre-service teachers' (PSTs) emotional geographies during teaching practicum. To address this gap, it is crucial to investigate PSTs’ emotional geographies in teaching practicum. Hence, this qualitative case study enlisted four EFL PSTs from one of the state Islamic institutes in Southeast Sulawesi who have completed teaching practice in two schools in Kendari, Indonesia. The data were collected through written reflection, interviews, and focus group discussions (FGD). Afterwards, data were analyzed following the thematic analysis (Braun & Clarke, 2006) using the framework of emotional geographies of teaching (Hargreaves, 2001). Results show that participants showed positive and negative emotions during their teaching practice in moral dimensions. Those emotions are implicated in developing their competencies, including professional and cognitive aspects. These emotions influence students' study and follow-through, fostering a positive attitude. The study emphasizes the importance of EFL pre-service teachers developing emotional awareness and building strong connections within schools to successfully address challenges during their teaching practices.

In this paper, we make a case for bringing energy geography into closer dialogue with emotional geography, and argue that doing so has the potential to greatly improve our understanding of energy systems and their intersection with everyday life, bringing essential but often overlooked aspects into view. We draw on research carried out as part of an arts and humanities-based project in South Wales (UK), a region once dominated by coal extraction. We present and discuss material from sixteen oral histories recorded with long-standing members of the village of Ynysybwl. Reading their accounts through the lens of emotional-affective constructs reveals not only participants’ emotions about aspects of energy production and consumption, but also the atmospheres and affects arising within and out of the energy system. This brings to light the affectual agency of the energy system as an infrastructure assemblage and its role in everyday production of space. Related to this, it surfaces essential aspects of experiences of energy system change. We argue that recognising and exploring affect and emotion is crucial for energy geography as it continues to explore the functionings of energy systems, and energy transitions.

Geographies of death has become an increasingly visible within Emotional, Urban, Rural and Political Geography sub-disciplines, exploring the spatialities, practices, politics and policies around death and memorialisation, embracing issues of morbidity, mortality, extinction, gender, identity, culture, religion, ethnicity and the environment, to name but a few. Teaching geographies of death can be a challenging task, as alongside the academic value of the topic there must also be consideration of the associated personal reflections and experiences relating the subject matter for both students and teaching staff. This chapter draws on the reflections and experiences of staff and students in designing and delivering a new third year undergraduate module ‘Geographies of Death’, the first of its kind within the UK. The authors recommend a wide range of pedagogical approaches and modes of teaching including craft activities, cafe style discussions, cemetery fieldtrips and traditional lecture and seminar components. Additionally, this chapter contributes to debates around teaching challenging material, arguing that whilst the emotional aspects of the module should be approached with some care and consideration for emotional-affective sensitivities, educators should not try and remove emotion from the content altogether. Indeed, the emotional-affective dimension to such material can illustrate the significance of the topic and make for effective engagement and therefore effective teaching.

Research on the emotions felt by master’s students in the face of difficulties during the process of writing a thesis proposal has been scarce in higher education. This study adopted a qualitative approach, while the type of research was a narrative inquiry. This study used semi-structured interviews to explore three masters' ELT students’ emotional geography in writing thesis proposals at a university in Indonesia and using thematic analysis to analyze the data. This study was framed by Emotional Geography (EG) as a means for understanding masters' ELT students' voices in thesis proposal writing. This result revealed that masters’ ELT students experienced various emotions, such as positive and negative emotions, that arise through their relationship and interaction with their thesis supervisor, which influenced the writing of their thesis proposal. As such, EG has provided insight about the role of emotional aspects which thesis supervisors can apply as a strategy for building relationships with students that support the proposal writing process.

Myriad of publications concerning students’ experiences during their final project completion process have been well documented. However, little discussed the supervisors’ emotional geography in fulfilling their task as supervisors for final projects. Therefore, the present study attempts to have an in-depth narrative case study that explores the emotional journeys of two EFL teachers supervising undergraduate thesis. Grounded on Hargreaves' (2001) emotional geography framework, this narrative case study employed direct interviews with EFL lecturers over the course of one month provided the source of the study's data. The study's findings showed that the participant experienced sustainable adaptation through negotiated emotional changes in their experiences as undergraduate thesis supervisors which were anchored by that focuses on physical, social, moral, professional, and political aspects. The findings of this study informed that supervisors experienced different degrees of emotional geographies one of which is caused by the length of supervisory process they have undergone. Pedagogical implications and further studies are also presented.

In this paper, we are interested in the emotional responses of teachers in the context of a reform effort, and our study is oriented toward describing the significance of these responses with respect to the space teachers create to deal with reform in their school. Our interest for educational reform incorporates and builds on the work of spatial theories and theories of emotions in education, and most notably the work of Andy Hargreaves whose conceptualization of ''emotional geographies'' provides an insightful link between emotion and space. This is done through a 2-year ethnographic study with six teachers that were involved in science program restructuring in their school. In this study, we explore three aspects of the spaces for coping with change that were created by this group of elementary teachers: (1) time and space as sources of social and emotional support; (2) teacher collegiality and trust; and (3) teachers' moral values and concerns. Finally, this paper explores the implications for practice and policy from the development of spaces for teachers to process their feelings about change.

Background: Addressing preservice teachers' emotions can help them develop the emotional connections necessary for successful teaching practicums and professional learning experiences. To understand preservice teachers’ emotions towards their surroundings, the researchers used an emotional geography framework to map out the source of their negative and positive emotions and how those feelings affect their beliefs, teaching style, and paradigms. Emotional geographies were divided into two categories (i.e., emotional distance and emotional closeness), which were further mapped into five major themes (i.e., sociocultural, moral, professional, physical, and political). Methods: This study examined emotional geographies of 15 graduate preservice student teachers of Teacher Training and Education Faculty of Mulawarman University during their teaching practicums. Moreover, this study used a qualitative design involving semi-structured interviews with 15 graduate students who completed their teaching practicums. Results: The participants experienced all emotional geographies (sociocultural, moral, professional, physical, and political) that reshaped their beliefs and teaching styles, especially related to teaching undergraduate students. These emotions are generally experienced when the participants deal with the students and cooperating teachers. Conclusions: It was found that teachers needed to be strict when instilling discipline in their students, develop friendships with their students to maintain classroom control, and require comprehensive preparation to create teacher's confidence and answer their students' questions. In effect, the theoretical framework of emotional geography when teaching undergraduates during practicums gave student teachers valuable experience to cope with all common teaching challenges and professional growth.

In this paper I argue that a significant proportion of research on children's emotional geographies has been deployed to reinforce the importance of children's ‘voices’, their (independent) ‘agency’, and the various ways in which voice/agency maybe deemed ‘political’. Without wishing to dismiss or dispense with such approaches, I explore potential ways to go ‘beyond’ concerns with voice/agency/politics. Initially, I review studies of children's participation (and participatory methods), activism and everyday lives that mobilise emotion and affect in productive ways. I contrast such studies with important questions raised by a reinvigoration of interest in the need for children to be able to represent themselves. I then explore the possibilities raised by so-called ‘hybrid’ conceptions of childhood – which go beyond biosocial dualisms – to enable further strides beyond voice/agency. Drawing on examples from alternative education and contemporary attachment theories, I explore some potential implications for children's emotional geographies and relational geographies of age of what I term ‘more-than-social’ emotional relations. Yet I do not offer an unequivocal endorsement of these hybrid emotions. Thus, I end the paper by issuing some words of caution – both in terms of the critical questions raised by more-than-social emotional relations, specifically, and in terms of engendering broader debate about how and why scholars do (children's) emotional geographies.

Addressing preservice teachers' emotions can help them develop the emotional connections necessary for successful teaching practicums and professional learning experiences. To understand preservice teachers' emotions towards their surroundings, the researchers used an emotional geography framework to map out the source of their negative and positive emotions and how those feelings affect their beliefs, teaching style, and paradigms. Emotional geographies were divided into two categories (i.e., emotional distance and emotional closeness), which were further mapped into five major themes (i.e., sociocultural, moral, professional, physical, and political). This study aims to investigate the emotional geographies of graduate preservice teachers during their teaching practicums in Indonesia by adapting Hargreaves' (2001) theoretical model, thereby identifying key dimensions and validating the adapted framework. This study examined emotional geographies of 15 graduate preservice student teachers of Teacher Training and Education Faculty of Mulawarman University during their teaching practicums. Moreover, this study used a qualitative design involving semi-structured interviews with 15 graduate students who completed their teaching practicums. The participants experienced all emotional geographies (sociocultural, moral, professional, physical, and political) that reshaped their beliefs and teaching styles, especially related to teaching undergraduate students. These emotions are generally experienced when the participants deal with the students and cooperating teachers. It was found that teachers needed to be strict when instilling discipline in their students, develop friendships with their students to maintain classroom control, and require comprehensive preparation to create teacher's confidence and answer their students' questions. In effect, the theoretical framework of emotional geography when teaching undergraduates during practicums gave student teachers valuable experience to cope with all common teaching challenges and professional growth.