Introduction: Why Emotions are Crucial

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‘Everyone's cuddled up and it just looks really nice’: an emotional geography of some mums and their family photos (2004, background): “…in geography (an exception to this is Williams, Hubbard, Clark and Berkeley’s 2001 work on food shopping) which is surprising considering the recent flurry of work in the social sciences concerned with theorizing emotions (see Barbelet 2002; Bendelow and Williams 1998; Lupton 1998; Williams 2001).”
Identity, well‐being and effectiveness: the emotional contexts of teaching (2008, background): “(Barbalet 2002, 4) Teachers (and their students) experience an array of sometimes contrasting emotions in the classroom.”
‘Looking alright, feeling alright’: emotions, sizing and the geographies of women's experiences of clothing consumption (2004, background): “…in geography (an exception to this is Williams, Hubbard, Clark and Berkeley’s 2001 work on food shopping) which is surprising considering the recent flurry of work in the social sciences concerned with theorizing emotions (see Barbelet 2002; Bendelow and Williams 1998; Lupton 1998; Williams 2001).”
On dodgy ground? Problematics and ethics in educational research (2006, background): “Identities are constructed out of ‘the categories which people cho[o]se in order to explain themselves’ (MacLure, 1993, p. 316) and emotion plays an important part in the process (see Barbalet, 2002; Zembylas, 2003).”