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This edited volume is the first to discuss the methodological implications of the ‘emotional turn’ in International Relations. While emotions have become of increasing interest to IR theory, methodological challenges have yet to receive proper attention. Acknowledging the pluralityof ontological positions, concepts and theories about the role of emotions in world politics, this volume presents and discusses various ways to research emotions empirically. Based on concrete research projects, the chapters demonstrate how social-scientific and humanitiesoriented methodological approaches can be successfully adapted to the study of emotions in IR. The volume covers a diverse set of both well-established and innovative methods, including discourse analysis, ethnography, narrative, and visual analysis. Through a hands-on approach, each chapter sheds light on practical challenges and opportunities, as well as lessons learnt for future research. The volume is an invaluable resource for advanced graduate and postgraduate students as well as scholars interested in developing their own empirical research on the role of emotions.
This book investigates collective emotions in international politics, with examples from 9/11 and World War II to the Rwandan genocide.
A systematic examination of emotions and world politics, showing how emotions underpin political agency and collective action after trauma.
A growing number of scholars have sought to re-centre emotions in our study of international politics, however an overarching book on how emotions matter to the study of politics and war is yet to be published. This volume is aimed at filling that gap, proceeding from the assumption that a nuanced understanding of emotions can only enhance our engagement with contemporary conflict and war. Providing a range of perspectives from a diversity of methodological approaches on the conditions, maintenance and interpretation of emotions, the contributors interrogate the multiple ways in which emotions function and matter to the study of global politics. Accordingly, the innovative contribution of this volume is its specific engagement with the role of emotions and constitution of emotional subjects in a range of different contexts of politics and war, including the gendered nature of war and security; war traumas; post-conflict reconstruction; and counterinsurgency operations. Looking at how we analyse emotions in war, why it matters, and what emotions do in global politics, this volume will be of interest to students and scholars of critical security studies and international relations alike.
This book argues that the link between emotions and discourse provides a new and promising framework to theorize and empirically analyse power relationships in world politics. Examining the ways in which discourse evokes, reveals, and engages emotions, the expert contributors argue that emotions are not irrational forces but have a pattern to them that underpins social relations. However, these are also power relations and their articulation as socially constructed ways of feeling and expressing emotions represent a key force in either sustaining or challenging the social order. This volume goes beyond the "emotions matter" approach to offer specific ways to integrate the consideration of emotion into existing research. It offers a novel integration of emotion, discourse, and power and shows how emotion discourses establish, assert, challenge, or reinforce power and status difference. It will be particularly useful to university researchers, doctoral candidates, and advanced students engaged in scholarship on emotions and discourse analysis in International Relations.
In recent years, it’s become increasingly clear that emotion plays a central role in global politics. For example, people readily care about acts of terrorism and humanitarian crises because they appeal to our compassion for human suffering. These struggles also command attention where social interactions have the power to produce or intensify the emotional responses of those who participate in them. From passionate protests to poignant speeches, Andrew A. G. Ross analyzes high-emotion events with an eye to how they shape public sentiment and finds that there is no single answer. The politically powerful play to the public’s emotions to advance their political aims, and such appeals to emotion also often serve to sustain existing values and institutions. But the affective dimension can produce profound change, particularly when a struggle in the present can be shown to line up with emotionally resonant events from the past. Extending his findings to well-studied conflicts, including the War on Terror and the violence in Rwanda and the Balkans, Ross identifies important sites of emotional impact missed by earlier research focused on identities and interests.
This book examines a variety of different forms of political self-sacrifice, including hunger strikes, self-burning, and non-violent martyrdom.
This volume offers a state-of-the-art study of the diverse methodological approaches and issues in the study of emotions in international relations research. While interest in emotion and affect in IR has grown in recent years, there remains an absence of sustained engagement with questions of methodology and method. Although much of the field holds the ‘emotions turn’ as laudable, it is commonly seen as facing serious, even prohibitive, methodological challenges. Using a common framework for making discussions of methodology and emotion mutually intelligible, this work seeks to address this lacuna and will be of interest to students and scholars of international relations, research methods and IR theory.
This book draws upon Vygotsky’s idea of perezhivanie, emotions and imagination, and introduces the concepts of subjective sense and subjective configuration. These concepts are crucial for explaining and understanding children’s development from a cultural-historical perspective. A book which theorises the relations between the social and the individual through a study of a child’s perezhivanie, which analyses emotions more holistically, and advances the concepts of subjective sense and subjective configuration, is much needed. This book examines the complexity of human development through a comprehensive elaboration of these concepts, allowing for new insights to be put forward. It doesn’t always follow the chronological order of Vygotsky’s publications, as many of his works remained in the family archives until the 1980s, when his Selected Works were first published in Russian. There has long been a need for a contemporary book on the scholarly treatment of perezhevanie, emotions, and subjectivity, and as such this book revisits dominant representations of these concepts and then puts forward new ways of conceptualising and using them in empirical research. The chapters cover a broad range of case studies where the concepts of perezhivanie, emotions and imagination and subjective sense and subjective configuration are used to give new empirical and theoretical insights into the study of human development.
This book highlights current knowledge, best practices, new opportunities, and difficult challenges associated with promoting emotional intelligence (EI) and social-emotional learning (SEL) in educational settings. The volume provides analyses of contemporary EI theories and measurement tools, common principles and barriers in effective EI and SEL programming, typical and atypical developmental considerations, and higher-level institutional and policy implications. It also addresses common critiques of the relevance of EI and discusses the need for greater awareness of sociocultural contexts in assessing and nurturing EI skills. Chapters provide examples of effective EI and SEL programs in pre-school, secondary school, and university contexts, and explore innovative applications of EI such as bullying prevention and athletic training. In addition, chapters explore the implications of EI in postsecondary, professional, and occupational settings, with topics ranging from college success and youth career readiness to EI training for future educators and organizational leaders. Topics featured in this book include: Ability and trait EI and their role in coping with stress, academic attainment, sports performance, and career readiness. Implications of preschoolers’ emotional competence for future success in the classroom. Understanding EI in individuals with exceptionalities. Applications of school-based EI and SEL programs in North America and Europe. Policy recommendations for social-emotional development in schools, colleges and universities. Developing emotional, social, and cognitive competencies in managers during an MBA program. Emotional intelligence training for teachers. Cross-cultural perspective on EI and emotions. Emotional Intelligence in Education is a must-have resource for researchers, professionals, and policymakers as well as graduate students across such disciplines as child and school psychology, social work, and education policy. Chapter 2 of this book is available open access under a Creative Commons Attribution 4.0 International License at link.springer.com