Theory and methodology in researching emotions in education

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Emotional styles – concepts and challenges (2012, background): “See Matt (2011, 118), Stearns (2010, 15), Biess et al. (2010, 73f.), Anderson (2009, 77), Eitler and Scheer (2009), Hopkins et al. (2009), Zembylas (2007), Reddy (2001) and Barnett and Horn Ratner (1997).”
The Emotional Ambivalence of Socially Just Teaching: A Case Study of a Novice Urban Schoolteacher (2008, unknown): “…larger social forces and the internal psychic terrain of the individual, highlighting the ways this historicization can draw out changeable aspects of reality, thus allowing the possibility of ruptures and discontinuities of power differentials in the future (Boler, 1999; Zembylas, 2005b, 2007b).”
Why critical literacy should turn to ‘the affective turn’: making a case for critical affective literacy (2016, background): “The second approach, i.e., emotion as a sociocultural experience, focuses on ‘the situated nature of emotion, the idea that emotions are cultural artefacts that convey sociocultural messages’ (Zembylas, 2007, p. 61).”
Refining the teacher emotion model: evidence from a review of literature published between 1985 and 2019 (2020, unknown): “The findings of emotion definition in this review align with three theoretical perspectives (e.g. psychological, social constructionist and interactionist) in the educational emotion literature summarised by Zembylas (2007).”