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Understanding emotions as situated, embodied, and fissured: thinking with theory to create an analytical tool

2013; Taylor & Francis; Volume: 27; Issue: 10 Linguagem: Inglês

10.1080/09518398.2013.834390

1366-5898

Candace R. Kuby,

Management and Organizational Studies

AbstractAn emerging theoretical perspective is that emotions are a verb or something we do in relation to others. Studies that demonstrate ways to analyze emotions from a performative stance are scarce. In this article, a new analytical tool is introduced; a critical performative analysis of emotion (CPAE) that draws upon three theoretical perspectives: emotions as situated, as embodied, and as fissured. These three theoretical perspectives (i.e. critical sociocultural, narrative, and rhizomatic) allow researchers to think with theory. Data from teaching children with a critical inquiry curriculum demonstrates a CPAE. Educators are encouraged to continue to embrace the malleability of theories, to push educational research forward by finding new ways to research inquiries, and to adapt CPAE for further research interests.Keywords: emotionsearly childhoodanalytical framework AcknowledgementsThanks to Rozana Carducci and Tony Castro for careful readings and feedback on previous versions of this manuscript and to the reviewers for thoughtful suggestions.Notes1. I perceived this student to be Caucasian based on outward appearances. However, when the summer program was over, I had access to parental questionnaires. Her father identified her as biracial: Caucasian and Asian.2. I acknowledge that words such as "White" and "Black" reinforce the idea that race is biological and perhaps synonymous with skin color. However, I have chosen to use these terms in writing (such excerpts from field notes and transcribed conversations) because it is true to the language I used with the students. I understand race to be a social construction tied to oppression, power, position, and privileges in a culture. However, in the moment I was not consistent in using terms such as Caucasian and African American. See Kuby (2013e) for a fuller discussion on language use in critical inquiry curriculum.3. Although there is only one example of analysis with CPAE in this article due to space limitations, other examples can be found in Kuby (Citation2010, Citation2013).