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Journal articles on the topic 'Emotional geographies'

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

Kearns, Robin. "Emotional geographies." New Zealand Geographer 63, no. 2 (2007): 156–57. http://dx.doi.org/10.1111/j.1745-7939.2007.00104.x.

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2

Dittmer, Jason. "Emotional geographies." International Journal of Heritage Studies 17, no. 2 (2011): 190–92. http://dx.doi.org/10.1080/13527258.2011.541070.

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3

Hargreaves, Andy. "Emotional Geographies of Teaching." Teachers College Record: The Voice of Scholarship in Education 103, no. 6 (2001): 1056–80. http://dx.doi.org/10.1177/016146810110300606.

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This paper introduces a new concept in educational research and social science: that of emotional geographies. Emotional geographies describe the patterns of closeness and distance in human interactions that shape the emotions we experience about relationships to ourselves, each other, and the world around us. Drawing on an interview-based study of 53 elementary and secondary teachers, the paper describes five emotional geographies of teacher-parent interactions—sociocultural, moral, professional, physical, and political—and their consequences.

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4

Anderson, Kay, and Susan J. Smith. "Editorial: Emotional geographies." Transactions of the Institute of British Geographers 26, no. 1 (2001): 7–10. http://dx.doi.org/10.1111/1475-5661.00002.

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5

Muttaqin, Muhammad Zaid, Puji Sri Rahayu, and Fajrianor Fajrianor. "EMOTIONAL GEOGRAPHIES OF EFL SENIOR HIGH SCHOOL TEACHERS IN ONLINE TEACHING IMPLEMENTATION DURING THE COVID-19 PANDEMIC." LET: Linguistics, Literature and English Teaching Journal 12, no. 1 (2022): 1. http://dx.doi.org/10.18592/let.v11i1.6975.

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This study was carried out to know what emotional geographic experiences EFL senior high school teachers experienced while teaching online during the Covid-19 pandemic and how they dealt with these emotional geographic problems. This research is qualitative research using the descriptive method. The participants in this study were 4 high school EFL teachers from 4 different high schools in Banjarmasin. Data were collected through an interview process. The study results show that of Hargreaves' 5 emotional geographies frameworks, each participant expresses various emotions. Some negative emotio

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6

Hörschelmann, Kathrin. "Unbound emotional geographies of youth transitions." Geographica Helvetica 73, no. 1 (2018): 31–42. http://dx.doi.org/10.5194/gh-73-31-2018.

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Abstract. This paper makes the case for greater consideration of unbound emotional geographies in research on youth transitions, based on the biographical narratives of young people interviewed as part of a qualitative research project on understandings of (in)security in the German city of Leipzig (2014–2015). The need for more holistic approaches to the complex temporalities and spatialities of transitioning in young people's everyday lives and across their life courses is identified and I propose developing such approaches partly on the basis of less bound understandings of emotion as an im

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7

Davidson, Joyce, and Christine Milligan. "Embodying emotion sensing space: introducing emotional geographies." Social & Cultural Geography 5, no. 4 (2004): 523–32. http://dx.doi.org/10.1080/1464936042000317677.

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8

Hargreaves, Andy. "Emotional Geographies of Teaching." Teachers College Record 103, no. 6 (2001): 1056–80. http://dx.doi.org/10.1111/0161-4681.00142.

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9

Wright, Sarah. "Emotional Geographies of Development." Third World Quarterly 33, no. 6 (2012): 1113–27. http://dx.doi.org/10.1080/01436597.2012.681500.

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10

Wood, Nichola, and Susan J. Smith. "Instrumental routes to emotional geographies." Social & Cultural Geography 5, no. 4 (2004): 533–48. http://dx.doi.org/10.1080/1464936042000317686.

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11

Clouser, Rebecca. "Nexus of Emotional and Development Geographies." Geography Compass 10, no. 8 (2016): 321–32. http://dx.doi.org/10.1111/gec3.12275.

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12

Liu, Yongcan. "The emotional geographies of language teaching." Teacher Development 20, no. 4 (2016): 482–97. http://dx.doi.org/10.1080/13664530.2016.1161660.

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13

Pini, Barbara, Catherine Dhavernas, and Margaret Gibson. "The emotional geographies of the ‘livingdying’." Emotion, Space and Society 33 (November 2019): 100624. http://dx.doi.org/10.1016/j.emospa.2019.100624.

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14

Maddrell, Avril. "Bereavement, grief, and consolation: Emotional-affective geographies of loss during COVID-19." Dialogues in Human Geography 10, no. 2 (2020): 107–11. http://dx.doi.org/10.1177/2043820620934947.

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COVID-19 has resulted in new global geographies of death ranging from cellular to global scales. These geographies are uneven, reflecting existing inequalities and failures of governance. In addition to death and bereavement, the pandemic has generated varied forms of loss and consolation, as well as negative and positive affective atmospheres, whereby emotions are mobilised and politicised. Understanding these emotional-affective topographies and ‘emotional-viral-loads’ is vital to wellbeing, resilience, and unfolding policy interventions locally and globally.

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15

Tsagarousianou, Roza. "European Muslim Diasporic Geographies." Middle East Journal of Culture and Communication 9, no. 1 (2016): 62–86. http://dx.doi.org/10.1163/18739865-00901007.

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This article, based on extensive fieldwork among Muslim communities in five western European countries, explores the ways in which European Muslims ‘situate’ themselves emotionally, culturally and politically vis-à-vis fellow Muslims in Europe and the Muslim world. Drawing on theories of space, place and identity, the article examines processes that amount to the construction of translocal/transnational phenomenological geographies through the utilization of time/space distanciating technologies to cultivate long-distance relations that are crucial to the identification process of European Mus

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16

Klingorová, Kamila, and Banu Gökarıksel. "Auto‐photographic study of everyday emotional geographies." Area 51, no. 4 (2019): 752–62. http://dx.doi.org/10.1111/area.12537.

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17

Horton, John, and Peter Kraftl. "What (Else) Matters? Policy Contexts, Emotional Geographies." Environment and Planning A: Economy and Space 41, no. 12 (2009): 2984–3002. http://dx.doi.org/10.1068/a41362.

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18

Blazek, Matej, and Morgan Windram-Geddes. "Editorial: Thinking and doing children's emotional geographies." Emotion, Space and Society 9 (November 2013): 1–3. http://dx.doi.org/10.1016/j.emospa.2013.07.006.

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19

Rejeki, Sri, Diah Kristina, and Nur Arifah Drajati. "Emotional Geographies of an EFL Teacher in Asmat, Papua; Male Perspective." International Journal of Language Teaching and Education 2, no. 2 (2018): 113–21. http://dx.doi.org/10.22437/ijolte.v2i2.5204.

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Teaching is not only about knowledge, cognition, and skill but also emotional relationships among the students, colleagues, and parents. Particularly for teaching English in rural areas in Indonesia, there are several challenges that should be handled: geographical feature of these area, their culture and the way of life, the quality of both students and teachers, and so on. This research paper investigates teacher emotions experienced by a male EFL teacher in one of rural areas while dealing with those challenges. Teacher emotions are one of significant aspect that could not be left behind in

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20

Marković, Nevena. "How to read ʽEmotional Cartographiesʼ: Rethinking (Carto)graphic Representation and Semantics". Abstracts of the ICA 1 (15 липня 2019): 1–2. http://dx.doi.org/10.5194/ica-abs-1-239-2019.

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<p><strong>Abstract.</strong> The emotions, in its broadest sense, have been the subject of anthropological, sociological, and cultural studies among geographers. The “mapping impulse” has been also an essential element and a major force in many disciplines and fields.</p><p>Historically, the mapping has imposed not only physical but also imagined boundaries, imposing “the power-knowledge” relations on the landscape and its communities. At the same time, looking at the history of cartography, the visual vocabulary of conventional maps has been used to interpret va

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21

Davidson, Joyce, and Mick Smith. "Autistic Autobiographies and More-Than-Human Emotional Geographies." Environment and Planning D: Society and Space 27, no. 5 (2009): 898–916. http://dx.doi.org/10.1068/d4308.

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22

Murrey, Amber. "Slow dissent and the emotional geographies of resistance." Singapore Journal of Tropical Geography 37, no. 2 (2016): 224–48. http://dx.doi.org/10.1111/sjtg.12147.

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23

Hargreaves, Andy. "The emotional geographies of teachers’ relations with colleagues." International Journal of Educational Research 35, no. 5 (2001): 503–27. http://dx.doi.org/10.1016/s0883-0355(02)00006-x.

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24

Kenway, Jane, and Deborah Youdell. "The emotional geographies of education: Beginning a conversation." Emotion, Space and Society 4, no. 3 (2011): 131–36. http://dx.doi.org/10.1016/j.emospa.2011.07.001.

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25

Doughty, Karolina, Michelle Duffy, and Theresa Harada. "Practices of emotional and affective geographies of sound." Emotion, Space and Society 20 (August 2016): 39–41. http://dx.doi.org/10.1016/j.emospa.2016.06.007.

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26

Alavez, José. "Mapping Intimate Geographies of Grief and Loss." Cartographica: The International Journal for Geographic Information and Geovisualization 57, no. 4 (2022): 270–80. http://dx.doi.org/10.3138/cart-2021-0024.

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Cartography has been pivotal in making visible the number of people who die in the context of migration. In this article, the author explores the potential of mapping to study and develop another dimension of the geography of death within exile: the more intimate dimensions of post-mortem geographies as experienced by those who survive a loved one. Inspired by Avril Maddrell’s call for developing new cartographic representations to share difficult emotions and memories associated with death, the author mobilized two alternative mapping practices—inductive visualization and sensibility mapping—

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27

Sundaresan, Jayaraj, and Benjamin John. "Emotions, Planning and Co-production: Distrust, Anger and Fear at Participatory Boundaries in Bengaluru." Urbanisation 5, no. 2 (2020): 140–57. http://dx.doi.org/10.1177/2455747120971978.

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Emotions relationally and performatively constitute the very boundaries that distinguish the subject from the other(s). The urban human in India is affectively constituted by many intense emotional experiences of everyday life. Adopting a participation view of planning and drawing from Sarah Ahmed (2014, The cultural politics of emotion. Edinburgh University Press), we examine ‘what emotions do’ in the planning and participatory atmospheres (Buser, 2014, Planning Theory, vol. 13, pp. 227–243) in Bangalore. Tracing emotional content embedded in participations and non-participations, we demonstr

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28

Alves Soares da Silva, Marcia. "PENSAR E SENTIR PARA (RE)EXISTIR:." Revista Brasileira de Educação em Geografia 10, no. 20 (2020): 258–83. http://dx.doi.org/10.46789/edugeo.v10i20.775.

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A Geografia das Emoções problematiza as emoções enquanto mediação sócio-espacial, sendo compreendidas como parte da ação dos sujeitos na construção de espacialidades significativas. Com esse interesse, discutimos o tema com foco em temáticas urbanas no contexto do ensino da Geografia no ensino superior. Apresentamos, a partir de uma reflexão teórica e conceitual, as geografias emocionais no/do ensino da Geografia e as experiências urbanas de alunos do curso de Graduação em Geografia, utilizando as fotografias como formas de representação das suas espacialidades emocionais. Apontamos que a incl

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29

McCaughtry, Nate, Jeffrey Martin, Pamela Hodges Kulinna, and Donetta Cothran. "The Emotional Dimensions of Urban Teacher Change." Journal of Teaching in Physical Education 25, no. 1 (2006): 99–119. http://dx.doi.org/10.1123/jtpe.25.1.99.

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This study used an emotional geographies theoretical framework to analyze the emotional dimensions of urban teacher change. Fifteen urban physical education teachers involved in a comprehensive curriculum reform project were interviewed and observed multiple times across one school year. Data were analyzed using inductive analysis, and trustworthiness measures included triangulation, peer debriefing, researcher journals, and member checks. Teachers reported that emotional dimensions related to their urban students, colleagues, and status heavily influenced their engagement in the project. The

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30

Blazek, Matej. "Emotions as practice: Anna Freud's child psychoanalysis and thinking–doing children's emotional geographies." Emotion, Space and Society 9 (November 2013): 24–32. http://dx.doi.org/10.1016/j.emospa.2013.02.003.

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31

Taloko, Johanes Leonardi, Martin Surya Putra, and Yenny Hartanto. "Emotional Geographies Experienced by an Indonesian Doctoral Student Pursuing her PhD in New Zealand during the COVID-19 Pandemic." Journal of International Students 10, S3 (2020): 126–41. http://dx.doi.org/10.32674/jis.v10is3.3203.

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This narrative study explores the emotional experience of a female Indonesian pursuing her PhD in New Zealand when the COVID-19 pandemic hit this country. Garnered from the results of several virtual interviews with the participant, the data were analysed with the Hargreaves‟s emotional geography framework (2001) focusing on five different emotional dimensions: physical, sociocultural, moral, professional, and political. The findings showed that during the COVID-19 pandemic impacted PhD study, the participant experienced different emotions shaped by physical, sociocultural, moral, professional

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32

Bryla, Martyna. "Under Bech’s Eyes: Emotional Geographies of the European East in John Updike’s Short Stories." Revista de Estudios Norteamericanos, no. 22 (2018): 59–82. http://dx.doi.org/10.12795/ren.2018.i22.03.

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33

Brown, Gavin. "Emotional geographies of young people's aspirations for adult life." Children's Geographies 9, no. 1 (2011): 7–22. http://dx.doi.org/10.1080/14733285.2011.540435.

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34

Rogers, Amanda. "Emotional Geographies of Method Acting in Asian American Theater." Annals of the Association of American Geographers 102, no. 2 (2012): 423–42. http://dx.doi.org/10.1080/00045608.2011.596390.

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35

Maye, Damian. "Animal disease and human trauma: Emotional geographies of disaster." Emotion, Space and Society 2, no. 2 (2009): 135. http://dx.doi.org/10.1016/j.emospa.2009.08.006.

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36

Hemsworth, Katie. "‘Feeling the range’: Emotional geographies of sound in prisons." Emotion, Space and Society 20 (August 2016): 90–97. http://dx.doi.org/10.1016/j.emospa.2016.05.004.

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37

Morse, Cheryl. "The emotional geographies of global return migration to Vermont." Emotion, Space and Society 25 (November 2017): 14–21. http://dx.doi.org/10.1016/j.emospa.2017.09.007.

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38

Munt, Sally R. "Journeys of resilience: the emotional geographies of refugee women." Gender, Place & Culture 19, no. 5 (2012): 555–77. http://dx.doi.org/10.1080/0966369x.2011.610098.

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39

Richter, M. "Can you feel the difference? Emotions as an analytical lens." Geographica Helvetica 70, no. 2 (2015): 141–48. http://dx.doi.org/10.5194/gh-70-141-2015.

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Abstract. Against the background of emotional geographies, I analyse negotiations of belonging and experiences of difference. Emotions serve as the analytical lens through which these negotiations and experiences are analysed. Based on this notion, I will analyse migrants' accounts with respect to their emotional qualities and spatial articulations. In particular, I will focus on emotional accounts, such as childhood stories and other biographical stories, which are spatially situated. The emotional focus serves thereby as a lens to capture migrants' identification with the social norms and va

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40

Olson, Elizabeth. "Geography and ethics II." Progress in Human Geography 40, no. 6 (2016): 830–38. http://dx.doi.org/10.1177/0309132515601766.

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In this second report, I consider the relationship between emotion and morality from a geographical perspective. Though traditional and contemporary engagements in moral philosophy and psychology offer a diverse range of theories and approaches to emotions and morality, few of these explicitly consider or incorporate the role of space. I consider theories of embodiment and relationality as one means through which emotions become collective and institutionalized, with a focus on emotional geographies and care. I conclude by reflecting on political emotions as conflictive but insightful signals

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41

McAlister, Dani, Harriot Beazley, and Wynonna Raha. "“I See Nothing but a Fence of Tears”: The Impact of Australia’s Immigration Detention and Border Protection Policies on the Asylum Seeker Child’s Geographies of Hope and Hopelessness." Jeunesse: Young People, Texts, Cultures 11, no. 2 (2019): 74–103. http://dx.doi.org/10.3138/jeunesse.11.2.74.

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As a signatory to both the United Nation Refugee Convention and the United Nations Convention on the Rights of the Child, Australia’s border protection policy to detain offshore asylum seekers who reach Australian borders by boat, including accompanied and unaccompanied minors, is under intense international scrutiny. In the context of Australia’s “Operation Sovereign Borders,” however, the asylum seeker child’s perspectives and their geographies of hope and hopelessness have not yet been fully explored. Drawing on recent literature within children’s geographies, which emphasizes the “emotiona

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42

Waitt, Gordon, and Hayden Knobel. "Embodied geographies of liveability and urban parks." Urban Studies 55, no. 14 (2017): 3151–67. http://dx.doi.org/10.1177/0042098017740080.

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Urban parks are currently enshrined within liveable forms of sustainable urban planning for high-density city living. This article draws on Giles Deleuze and Felix Guattari’s idea of territory to critically explore the embodied geographies of liveability. The concept of territory draws attention to the emplacement of subjectivities constituted not only through the discursive but also the emotional and affectual forces or flows between and through bodies and proximate objects. We argue that the embodied geographies of liveability are both performed and folded through the emotional and affectual

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43

Carla Rodríguez-González. "Geographies of Fear in the Domestic Noir: Paula Hawkins’s The Girl on the Train." Miscelánea: A Journal of English and American Studies 56 (December 20, 2017): 109–27. http://dx.doi.org/10.26754/ojs_misc/mj.20176791.

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The aim of this article is to analyse the revision of social constructions of spaces of safety and danger in urban environments as represented in Paula Hawkins’s 2015 domestic noir novel The Girl on the Train. As such, it draws from affect and space theory in order to study the interaction of emotions and space —both public and private— in relation to its three first-person female narrative voices and their affective attachments. Special attention is paid to the representation of geographies of fear and security, so as to explore the construction and performance of hierarchical relations based

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44

Uysal, Ahmet. "Londra’daki Türkçe konuşan topluluğa ait çocukların ulusaşırı mekanlarda duygusal coğrafyaları." Göç Dergisi 3, no. 1 (2016): 99–119. http://dx.doi.org/10.33182/gd.v3i1.557.

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Son yıllarda çocuk çalışmalarındaki artışla beraber çocuk coğrafyalarına da ilgi artmıştır. Çocuk coğrafyaları, çocuk ve çocukluk kavramına bakışı çeşitlendiren disiplinlerarası bir yaklaşıma sahip olmasının yanında beşeri coğrafya içindeki farklı paradigmaların izini taşır. Bir diğer altı çizilmesi gereken husus ise, iletişim ve ulaşımdaki gelişmelere bağlı olarak ‘hareketlilik’in artması göç çalışmalarına da yansımıştır. Ulusaşırı toplumsal alanlar ya da ulusaşırı mekanlar gibi kavramlar vasıtasıyla bireysel ve toplumsal unsurların sınırları aştığına dair bir vurgu vardır ve özellikle göçmen

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45

Farbotko, Carol, and Helen V. McGregor. "Copenhagen, Climate Science and the Emotional Geographies of Climate Change." Australian Geographer 41, no. 2 (2010): 159–66. http://dx.doi.org/10.1080/00049181003742286.

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46

Askins, Kye. "Emotional citizenry: everyday geographies of befriending, belonging and intercultural encounter." Transactions of the Institute of British Geographers 41, no. 4 (2016): 515–27. http://dx.doi.org/10.1111/tran.12135.

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47

Geoghegan, Hilary. "Emotional geographies of enthusiasm: belonging to the Telecommunications Heritage Group." Area 45, no. 1 (2012): 40–46. http://dx.doi.org/10.1111/j.1475-4762.2012.01128.x.

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48

Heimtun, Bente. "The holiday meal: eating out alone and mobile emotional geographies." Leisure Studies 29, no. 2 (2010): 175–92. http://dx.doi.org/10.1080/02614360903261495.

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49

Jayne, Mark, Gill Valentine, and Sarah L. Holloway. "Emotional, embodied and affective geographies of alcohol, drinking and drunkenness." Transactions of the Institute of British Geographers 35, no. 4 (2010): 540–54. http://dx.doi.org/10.1111/j.1475-5661.2010.00401.x.

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50

Smith, Mick, Joyce Davidson, and Victoria L. Henderson. "Spiders, Sartre and ‘magical geographies’: the emotional transformation of space." Transactions of the Institute of British Geographers 37, no. 1 (2011): 60–74. http://dx.doi.org/10.1111/j.1475-5661.2011.00459.x.

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