Emotional Reflexivity Research Articles

Activists and Emotional Reflexivity: Toward Touraine’s Subject as Social Movement

Activists are embedded in the world that they are endeavouring to change. However, to become a Subject, capable of truly creating society, Touraine argues that individuals need to be deintegrated. Achieving such deintegration involves developing skills in self-reflection. This research examines the practices of a cohort of Australian activists in developing these skills. In contrast to Touraine’s normative-cognitive framework of self-reflection, these activists engaged in practices of emotional reflexivity. One of these practices was called re-evaluation counselling. It was only by reflecting through and on their emotions that they were able to identify and change the processes through which they both participated in and challenged hegemonic constructions of the world. If Subjects are to become social movement in late modernity, more attention is required on the emotional dimensions of de-integration. In moving towards this end, this research uses the concept of emotional reflexivity to build upon Touraine’s theory of subjectivation.

Autonomous activism and the global justice movement

In constructing new ways of engaging with society and new visions of how society might be, social activists need to negotiate numerous social, political, philosophical and personal contradictions and tensions. Utilizing data from a discourse analysis conducted on web-based texts, this article focuses on three such tensions experienced by autonomous activists: autonomy versus collective, operationalization versus institutionalization and evasion of versus subjection to mainstream authorities. We examine how autonomous activists negotiate these tensions and argue that the way in which they ‘live with the tensions’ can be theorized using Lash and Urry’s concept of ‘aesthetic reflexivity’. This particular form of reflexivity augments cognitive and emotional reflexivity within autonomous activism, and provides further insight into how autonomous activists succeed in reconstituting their practice in ways that reaffirm their principles.

Women Studying Violent Male Institutions:

To promote discussions of methodological issues associated with cross-gender research in criminology, we focus on two women's studies of Latin American police. This uncovered five working propositions about women studying organizations dominated numerically and structurally by men. First, feminist scholarship provides some guidelines for such research, but its applicability is neither direct nor immediate. Second, for example, much cross-gender research requires negotiating and maintaining power differentials between researcher and researched. Third, particularly in cross-gender research on secrecy and danger, inter-gender dynamics can thwart some research objectives and promote others. Fourth, inter-gender dynamics can complicate the ethical dilemmas associated with research on powerful agents and agencies of the state. Finally, the emotional reflexivity associated with such inter-gender research is epistemologically relevant for understanding research outcomes.

The Student Strike at the National Autonomous University of Mexico: A Political Analysis

Previous articleNext article No AccessThe Student Strike at the National Autonomous University of Mexico: A Political AnalysisRobert A. Rhoads and Liliana MinaRobert A. Rhoads Search for more articles by this author and Liliana Mina Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 45, Number 3August 2001 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/447675 Views: 87Total views on this site Citations: 13Citations are reported from Crossref © August 2001by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports the following articles citing this article:Nadia Hausfather Feeling the structures of Québec's 2012 student strike at Concordia University: The place of emotions, emotional styles, and emotional reflexivity, Emotion, Space and Society 40 (Aug 2021): 100809.https://doi.org/10.1016/j.emospa.2021.100809Cassie L. Barnhardt Philanthropic Foundations’ Social Agendas and the Field of Higher Education, (Feb 2017): 181–257.https://doi.org/10.1007/978-3-319-48983-4_5PATRICK GUN CUNINGHAME #YoSoy132 and the ‘Mexican Spring’ of 2012: Between Electoral Engagement and Democratisation, Bulletin of Latin American Research (Mar 2016): n/a–n/a.https://doi.org/10.1111/blar.12473Nicholas Jon Crane Politics squeezed through a police state: Policing and vinculación in post-1968 Mexico City, Political Geography 47 (Jul 2015): 1–10.https://doi.org/10.1016/j.polgeo.2015.01.003Cassie L. Barnhardt Campus Educational Contexts and Civic Participation: Organizational Links to Collective Action, The Journal of Higher Education 86, no.11 (Oct 2016): 38–70.https://doi.org/10.1080/00221546.2015.11777356Robert A. Rhoads, Carlos Alberto Torres, Andrea Brewster Neoliberalism, Globalisation, and Latin American Higher Education, (Nov 2014): 203–217.https://doi.org/10.1007/978-94-017-9493-0_13Carlos Alberto Torres, The secret adventures of order: globalization, education and transformative social justice learning, Revista Brasileira de Estudos Pedagógicos 94, no.238238 (Dec 2013): 661–676.https://doi.org/10.1590/S2176-66812013000300002Robert A. Rhoads Learning from Students as Agents of Social Change: Toward an Emancipatory Vision of the University, Journal of Change Management 9, no.33 (Sep 2009): 309–322.https://doi.org/10.1080/14697010903125555Robert A. Rhoads, Amy Liu Globalization, Social Movements, and the American University: Implications for Research and Practice, (Jan 2009): 273–315.https://doi.org/10.1007/978-1-4020-9628-0_7Jenée Slocum, Robert A. Rhoads Faculty and student engagement in the Argentine grassroots rebellion: toward a democratic and emancipatory vision of the university, Higher Education 57, no.11 (Apr 2008): 85–105.https://doi.org/10.1007/s10734-008-9134-4Robert A. Rhoads, Gary Rhoades Graduate Employee Unionization as Symbol of and Challenge to the Corporatization of U.S. Research Universities, The Journal of Higher Education 76, no.33 (Oct 2016): 243–275.https://doi.org/10.1080/00221546.2005.11772282Robert A. Rhoads, Carlos A. Torres, Andrea Brewster Neoliberalism, Globalisation, and Latin American Higher Education: The Challenge to National Universities, (): 131–145.https://doi.org/10.1007/1-4020-2960-8_9Christopher S. Collins, Robert A. Rhoads The World Bank and higher education in the developing world: The cases of Uganda and Thailand, (): 177–221.https://doi.org/10.1016/S1479-3679(08)00007-8

Emotions and the Transformative Potential of Fieldwork: Some Implications for Teaching and Learning Anthropology

In this article, I argue that the transformative learning potential of anthropology can be achieved only if emotions of anthropologists in the field are understood, articulated and added to the mainstream strengths of our qualitative method. This requires: turning our attention to emotions in research and learning; liberating emotions from the �extraordinary,� �apolitical� and �feminine�; understanding the emotional practices and regimes of our discipline and how they shape knowledge production; and, adding emotional reflexivity to the reflexive project of anthropology. I discuss some psychological defences evident in anthropological work that may be supported by academic practices, and several examples from published anthropological self-reflection, which look at the practical implications of emotions on methodology and analysis. I focus on accounts by two doctoral researchers to demonstrate the crucial importance of emotional reflexivity in knowledge-making and in teaching and learning anthropology, particularly fieldwork. I conclude by raising pedagogical questions and making some tentative practical suggestions for the teaching and learning of anthropological fieldwork.� �