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Journal articles on the topic 'Emotional geography'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Kearney, Amanda. "Homeland Emotion: An Emotional Geography of Heritage and Homeland." International Journal of Heritage Studies 15, no. 2-3 (2009): 209–22. http://dx.doi.org/10.1080/13527250902890746.

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2

Little, Jo. "Editorial: Emotional geography and Transactions." Transactions of the Institute of British Geographers 44, no. 2 (2019): 210–13. http://dx.doi.org/10.1111/tran.12301.

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3

박승규. "An Exploration on the Meanings of Emotional Geography in Geography Education - Focusing on aesthetic emotion -." Journal of The Korean Association of Geographic and Environmental Education 24, no. 4 (2016): 1–11. http://dx.doi.org/10.17279/jkagee.2016.24.4.1.

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4

Crewe, Ben, Jason Warr, Peter Bennett, and Alan Smith. "The emotional geography of prison life." Theoretical Criminology 18, no. 1 (2013): 56–74. http://dx.doi.org/10.1177/1362480613497778.

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5

Otrel-Cass, Kathrin. "Towards a geography of emotional analysis." Cultural Studies of Science Education 11, no. 3 (2015): 595–602. http://dx.doi.org/10.1007/s11422-015-9693-5.

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6

Zhao, Yang, Xiuyan Zhao, and Xin Sun. "Teacher Emotions in CLI Reform: a Narrative Study based on Emotional Geography." Journal of Educational Research and Policies 7, no. 3 (2025): 59–67. https://doi.org/10.53469/jerp.2025.07(03).09.

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The concept of content language integration (CLI) emphasizes the organic integration of content language and the cultivation of students’ comprehensive qualities. The teaching reform guided by this concept has achieved certain results. This study adopts a narrative research method to explore the changes and influencing factors of emotional experiences of two English teachers in the process of English major CLI reform, and draws an emotional geographic ecosystem model that promotes changes in teachers’ emotional experiences. Research has found that teachers’ emotional experiences during the ref

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7

Pratiwi, Lusiana, Joko Nurkamto, and Kristian Adi Putra. "The Emotional Experience of In-Service English Language Teachers During Pandemic Virtual Classrooms." AL-ISHLAH: Jurnal Pendidikan 15, no. 2 (2023): 2449–60. http://dx.doi.org/10.35445/alishlah.v15i2.3589.

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The paper reports on an in-depth. A narrative inquiry of the emotional experience of in-service English teachers during virtual pandemic classrooms. The data are derived from the teachers’ semi structured-interviews. The data were analyzed with Andy Hargreaves’s emotional geography framework, which focuses on the physical aspects of schooling. Through five stories that recount their experiences in different physical emotional geography, they understand and misunderstand different aspects of schooling during virtual pandemic classrooms. The stories will raise various physical geography emotions

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Rossiter, Penelope. "The Municipal Pool in Australia: Emotional Geography and Affective Intensities." Emotions: History, Culture, Society 3, no. 2 (2019): 300–320. http://dx.doi.org/10.1163/2208522x-02010062.

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Abstract In many Australian communities, outdoor municipal pools are much loved yet constantly threatened with closure. Threats of closure inspire impassioned responses and it is clear that these seasonal pools offer much more than physical infrastructure. At first glance, the concept of ‘emotional geography’ seems to capture this ‘more’, and this essay, based on research at one such pool, demonstrates how pools afford sociality, embodied experiences and practices of emplacement that emotionally connect people to each other, to nature and to an imagined historical community. However, participa

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Pyndiah, Gitanjali. "Emotional geography of education for history learning." Children's Geographies 16, no. 4 (2018): 418–31. http://dx.doi.org/10.1080/14733285.2018.1471447.

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Lazarević Radak, Sanja. "Emotional Spatiality and Critical Geography of the Balkans." Serbian Political Thought 17, no. 1 (2018): 47–60. http://dx.doi.org/10.22182/spt.1712018.3.

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VISHNIKINA, L., V. SAMOYLENKO, O. FEDIY, and O. LYSYTSYA. "DEVELOPMENT OF STUDENTS' EMOTIONAL INTELLIGENCE IN THE GEOGRAPHY COMPETENCE LEARNING PROCESS." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 27 (December 13, 2021): 54–62. http://dx.doi.org/10.33989/2075-146x.2021.27.247027.

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The article highlights the urgency of the problem of formation and development of emotional intelligence of teachers and students, which solution is related with present-day modernization of geographical education. The authors analyzed the concept of "emotional intelligence" and characterized the transformation of this concept. Based on the study of psychological and pedagogical literature, the authors identified the main elements of emotional intelligence – self-knowledge, self-regulation, empathy and motivation. They proved the need to develop emotional intelligence in geography teachers as

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12

Misdi, Misdi, Desy Rachmawaty, Nurani Hartini, Kardi Nurhadi, and Hendriwanto Hendriwanto. "The Emotional Geography of A Female EFL Pre-service Teacher in Teaching Practicum: Voice from Initial Teacher Education." Langkawi: Journal of The Association for Arabic and English 7, no. 1 (2021): 106. http://dx.doi.org/10.31332/lkw.v7i1.2321.

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Despite a surge of research interest in pre-service teachers' experiences in teaching practicum over the past years, scant attention has been paid to exploring pre-service teachers' emotional aspects in teaching practicum. This study seeks to fill this gap by investigating the emotional experiences, in particular the emotional geography of a female pre-service teacher who has just completed her teaching practicum situated in Indonesian teacher education, by adopting a narrative inquiry. The data were derived from interviews capturing the critical incidents of her emotional geography while inte

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13

Schurr, Carolin. "Towards an emotional electoral geography: The performativity of emotions in electoral campaigning in Ecuador." Geoforum 49 (October 2013): 114–26. http://dx.doi.org/10.1016/j.geoforum.2013.05.008.

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14

Zebracki, Martin. "Homomonumentas Queer Micropublic: An Emotional Geography of Sexual Citizenship." Tijdschrift voor economische en sociale geografie 108, no. 3 (2016): 345–55. http://dx.doi.org/10.1111/tesg.12190.

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15

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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16

González-Hidalgo, Marien, and Christos Zografos. "Emotions, power, and environmental conflict: Expanding the ‘emotional turn’ in political ecology." Progress in Human Geography 44, no. 2 (2019): 235–55. http://dx.doi.org/10.1177/0309132518824644.

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Building on the framework of emotional political ecology, we seek to expand ways of studying the relationships between emotion, power, and environmental conflict. Our review of work in feminist studies, human geography, social psychology, social movement theory, and social and cultural anthropology suggests the need for a theoretical framework that captures the psychological, more-than-human, collective, geographical, and personal-political dimensions that intersect subjectivities in environmental conflicts. We stress the need to explicitly consider ‘the political’ at stake when researching em

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Abbas, Ibrahim, Erman Syarif, and Lisman Lisman. "Relationship Between Emotional Intelligence and Geography Learning Outcomes of Class XII Students at Wahdah Islamiyah Integrated Islamic High School Makassar." LaGeografia 20, no. 1 (2021): 58. http://dx.doi.org/10.35580/lageografia.v20i1.22203.

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This study aims to determine whether there is a relationship between emotional intelligence and geography learning outcomes in class XII Islamic Senior High School Wahdah Islamiyah Makassar. This research is a type of quantitative research with the Spearman Rank correlation method. The data collection technique uses a questionnaire. The sampling technique in this study used a saturated sampling technique with a total of 25 respondents. For learning outcomes data is taken from the grade XII student report cards in the geography subject. The results of the analysis of emotional intelligence data

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18

Lin, Jinping, Meiqi Zhou, Huasong Luo, Bowen Zhang, Jiajia Feng, and Qi Yi. "Analysis of the Emotional Identification Mechanism of Campus Edible Landscape from the Perspective of Emotional Geography: An Empirical Study of a Chinese University Town." International Journal of Environmental Research and Public Health 19, no. 18 (2022): 11425. http://dx.doi.org/10.3390/ijerph191811425.

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Against the background of “the emotional turn” in geography, the study of emotional identification is attracting increasing attention among researchers. Edible landscape resources can satisfy the emotional needs of teachers and students by enabling them to experience pastoral landscapes that carry cultural and landscape values to campus environments. Based on a questionnaire survey of 419 students and teachers at Chenggong University Town in China, this study improved the structural equation modeling (SEM) method to construct a model to analyze the emotional identification mechanism of the cam

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Susanto, Gatut, Suparmi, and Endah Yulia Rahayu. "The Emotional Geography of International Students in Online Bahasa Indonesia Learning during the COVID-19 Pandemic." Journal of International Students 10, S3 (2020): 161–79. http://dx.doi.org/10.32674/jis.v10is3.3205.

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This article reports a case study that explores the emotional geography of 25 international students from 12 countries in learning bahasa Indonesia for foreigners virtually during the COVID-19 pandemic. Grounded in a qualitative case study design, the recruited participants were interviewed about their emotional experience of learning bahasa Indonesia online. Data were garnered from the interviews, classroom observations, and students’ testimonials. They were analyzed with Hargreaves’s (2001) emotional geography theory. Findings showed that online bahasa Indonesia learning affects the emotiona

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20

Warburton, Corey, and Gunhak Lee. "A Theoretic Review of Emotional Language Analysis on Twitter Microblog and the Geography of Emotion." Journal of the Association of Korean Geographers 5, no. 2 (2016): 213–23. http://dx.doi.org/10.25202/jakg.5.2.10.

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21

Cavanagh (book author), Sheila T., and Goran V. Stanivukovic (review author). "Cherished Torment: The Emotional Geography of Lady Mary Wroth’s Urania." Renaissance and Reformation 37, no. 3 (2001): 69–71. http://dx.doi.org/10.33137/rr.v37i3.8719.

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Andrea, Bernadette, and Sheila T. Cavanagh. "Cherished Torment: The Emotional Geography of Lady Mary Wroth's "Urania"." Sixteenth Century Journal 34, no. 1 (2003): 212. http://dx.doi.org/10.2307/20061350.

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23

YÜKSEK USTA, Semiha. "Preschool History Geography Curriculum and Its Effects on Emotional Intelligence." International Journal of Psychology and Educational Studies 9, no. 2 (2022): 376–89. http://dx.doi.org/10.52380/ijpes.2022.9.2.616.

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This study was conducted to prepare the Preschool History Geography Education Curriculum for 60–72 months pre-school children and examine whether this program has an effect on their emotional intelligence and respect for diversity. This study was conducted as a quasi-experimental pretest-posttest control group design, as one of the quantitative research methods. The sample of the study consisted of a total of 40 children, 22 in the experimental group and 18 in the control group. The curriculum was implemented three days a week for ten weeks for the children in the experimental group. The educa

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24

Hood, Rachael, Martina Angela Caretta, Christina Digiulio, and Lora Snyder. "Disrupted place attachments and emotional energy geography in fracked Appalachia." Emotion, Space and Society 54 (February 2025): 101065. https://doi.org/10.1016/j.emospa.2025.101065.

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25

Puspa, Areta. "Emotional Geography of Non-English Department Students on Extensive Reading." Abjadia : International Journal of Education 7, no. 2 (2023): 174–86. http://dx.doi.org/10.18860/abj.v7i2.17925.

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This present study is aimed to investigate the students feeling when they are asked for extensive reading, in case of reading news. The non-English department students who take English course are involved as the participants. The data were gathered from students’ emotion diaries and interviews. Data were analysed by a constant comparative method. The salient points that emerge from the data are positive and negative emotions elaborating into four forms of emotions, namely (1) attention, (2) motivation, (3) use of learning strategies, and (4) self-regulation of learning. The implication of this

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26

Airlie, Stuart. "The history of emotions and emotional history." Early Medieval Europe 10, no. 2 (2003): 235–41. http://dx.doi.org/10.1111/1468-0254.00088.

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27

Góralska, Renata. "(Adult) education in the perspective of emotional geography. Towards a transdisciplinary approach in andragogy research." Rocznik Andragogiczny 29 (January 25, 2023): 245–46. http://dx.doi.org/10.12775/ra.2022.014.

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The aim of the article is to describe emotional geography, i.e. a research trend located on the borderline between human geography and contemporary affect studies, which focuses on the relationship between emotions and the broadly understood environmental, socio-cultural, spatial, economic, and political context. For this purpose, the author refers to theoretical analyses and research in the area of the so-called affective turn, and to the critical and political theories of emotions. She presents the relationship between education and emotional geography as well as examples of educational rese

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28

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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29

Shukanova, Anzhela, Pavlo Shukanov, and Oksana Braslavska. "EDUCATION FOR SUSTAINABLE DEVELOPMENT IN GEOGRAPHY TEACHING ON THE BASIS OF COMPETENCE-BASED APPROACH." Problems of Modern Teacher Training, no. 2(28) (September 27, 2023): 6–16. http://dx.doi.org/10.31499/2307-4914.2(28).2023.291711.

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The article analyzes the possibilities of implementing a competency-based approach to education for sustainable development in the process of teaching geography. The authors summarize UNESCOʼs approach to the formulation of the objectives of education for sustainable development, which are the formation of key interdisciplinary competencies and special competencies. Among the key competencies are the following: systemic thinking; prognostic; regulatory; strategic and innovative; teamwork; critical thinking; self-awareness; and integrated problem solving. Special competencies take into account

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30

Grazuleviciute-Vileniske, Indre, Marius Ivaskevicius, Ausra Mlinkauskiene, Kestutis Zaleckis, and Ingrida Povilaitiene. "Exploring the Emotional Geography of Kaunas City Center: A Mixed-Method Approach to Understanding Place Identity." Land 14, no. 4 (2025): 783. https://doi.org/10.3390/land14040783.

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Traditional urban analysis and planning often neglect intangible emotional responses, leaving a gap in comprehending and addressing appropriately how urban spaces are experienced by individuals and communities. However, in contemporary urban research, emotional dimensions have increasingly been recognized as integral to understanding place and its identity, although the methods for systematically mapping these emotions and addressing both their qualitative and quantitative aspects remain under development. In order to address this research gap, this study presents an analysis of the emotional

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31

Dibrova, Ivan Oleksandrovych. "COMPETENCY TRAINING IN THE DISCIPLINE «PHYSICAL GEOGRAPHY OF CONTINENTS AND OCEANS»." GEOGRAPHY AND TOURISM, no. 75 (2024): 57–66. http://dx.doi.org/10.17721/2308-135x.2024.75.57-66.

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Purpose. The purpose of the article is to reflect the features of competency-oriented teaching of the discipline "Physical Geography of Continents and Oceans", in particular, the characteristics of general (key) and special (subject) geographic competencies that are formed in students during their educational and cognitive activities. Research methodology. The research is based on the analysis of information sources in the field of geography teaching methodology. During its implementation, methods of study (analysis) of documentation (educational and professional programs, work programs of edu

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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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33

Weningtyas Dwi Astuti and Giyoto. "A Narrative Inquiry of Students Translation Specialization Class’ Emotion in Translating Text." Journal of Applied Linguistics 4, no. 2 (2025): 188–96. https://doi.org/10.52622/joal.v4i2.315.

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This research studied about emotions that experienced by students of translation specialization class. The objective of this research was to explore the feeling and emotions of the students when they were translating text from their client. Researcher used narrative inquiry as the methodology in this research. Participants were students of English Language Education who were still receiving the project of translating text. The researcher used Emotional Geographies theory by Hargreaves (2001) to analyze the emotions of the participants. There were five points of emotional geographies proposed b

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34

Sukarsono, Nanik Sri Rahayu, and Muhammad Andrean Syahsurya. "“I Have to Take A Deep Breath”: Emotional Geography of EFL Lecturers During Undergraduate Thesis Supervision." JEELS (Journal of English Education and Linguistics Studies) 10, no. 2 (2023): 237–61. http://dx.doi.org/10.30762/jeels.v10i2.1137.

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Myriad of publications concerning students’ experiences during their final project completion process have been well documented. However, little discussed the supervisors’ emotional geography in fulfilling their task as supervisors for final projects. Therefore, the present study attempts to have an in-depth narrative case study that explores the emotional journeys of two EFL teachers supervising undergraduate thesis. Grounded on Hargreaves' (2001) emotional geography framework, this narrative case study employed direct interviews with EFL lecturers over the course of one month provided the so

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35

Ferrarello, Susi. "Solastalgia: Climatic Anxiety—An Emotional Geography to Find Our Way Out." Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine 48, no. 2 (2023): 151–60. http://dx.doi.org/10.1093/jmp/jhad006.

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Abstract This paper will discuss the notion of solastalgia or climatic anxiety (Albrecht et al., 2007; Galea et al., 2005) as a form of anxiety connected to traumatic environmental changes that generate an emotional blockage between individuals, their environment (Cloke et al., 2004) and their place (Nancy, 1993). I will use a phenomenological approach to explain the way in which emotions shape our constitution of reality (Husserl, 1970; Sartre, 1983, 1993, 1996; Seamon and Sowers, 2009; Shaw and Ward, 2009). The article’s overall goal is to describe the relationship between environment and “c

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36

Finlayson Harris, Elizabeth, and Erin Feinauer Whiting. "Embodied place in disembodied space: The emotional geography of online classrooms." Emotion, Space and Society 50 (February 2024): 100988. http://dx.doi.org/10.1016/j.emospa.2023.100988.

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37

Sági, Mirjam. "The geographical scales of fear: spatiality of emotions, emotional spatialities." Hungarian Geographical Bulletin 71, no. 1 (2022): 55–65. http://dx.doi.org/10.15201/hungeobull.71.1.4.

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A multi-scalar understanding of fear has not been completely absent from geographical theory, however, it has not been given the attention it deserves and definitely has not been utilised in empirical research to the extent it has explanatory power to our globalised world infused with fears. By a multi-scalar understanding I refer to geographical scale as social production or social construction following critical geographers, who see the relationship between these scales as non-hierarchical. This paper draws on and combines theoretical works understanding fear as a socially and politically pr

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38

Sunardi, Sunardi, Famala Eka Sanhadi Rahayu, Desy Rusmawaty, Istanti Hermagustiana, and Dyah Sunggingwati. "A phenomenological analysis of the emotional experiences of graduate preservice student teachers in Indonesia." F1000Research 12 (May 16, 2023): 505. http://dx.doi.org/10.12688/f1000research.132112.1.

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Background: Addressing preservice teachers' emotions can help them develop the emotional connections necessary for successful teaching practicums and professional learning experiences. To understand preservice teachers’ emotions towards their surroundings, the researchers used an emotional geography framework to map out the source of their negative and positive emotions and how those feelings affect their beliefs, teaching style, and paradigms. Emotional geographies were divided into two categories (i.e., emotional distance and emotional closeness), which were further mapped into five major th

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39

Chen, Xingrui, Yu Sun, Filzani Illia Binti Ibrahim, Myzatul Aishah Binti Kamarazaly, Siti Norzaini Binti Zainal Abidin, and Suqiu Tang. "Social media interaction and built environment effects on urban walking experience: A machine learning analysis of Shanghai Citywalk." PLOS One 20, no. 4 (2025): e0320951. https://doi.org/10.1371/journal.pone.0320951.

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In fast-paced urban environments, Citywalk has emerged as a key leisure activity for urban residents to alleviate stress and enhance emotional well-being. From the perspective of virtual-physical interaction, this study integrates social media data with geospatial information, utilizing machine learning methods and spatial statistical analysis to explore the multidimensional driving mechanisms and complex relationships affecting the emotional experiences of Citywalk participants. The findings indicate that the interaction index, as a core indicator of virtual social behavior, plays a key role

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40

Eckersall, Peter. "The Emotional Geography of Shinjuku: The Case ofChikatetsu Hiroba(Underground Plaza, 1970)." Japanese Studies 31, no. 3 (2011): 333–43. http://dx.doi.org/10.1080/10371397.2011.619167.

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41

Wasielewski, Patricia L. "The Magic of Oaxaca: An Emotional Geography of Age, Gender and Nation." Symbolic Interaction 38, no. 4 (2015): 557–74. http://dx.doi.org/10.1002/symb.186.

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42

Kim, Minsung. "The Pedagogical Effects of an Emotional Geography-Based Spatial Story Making Project." Journal of the Association of Korean Geographers 12, no. 2 (2023): 281–95. http://dx.doi.org/10.25202/jakg.12.2.2.

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43

Baía Reis, António. "Immersive media and social change: The ‘empathy machine’ is dead, long live ‘emotional geography’!" Anàlisi 68 (June 29, 2023): 135–54. http://dx.doi.org/10.5565/rev/analisi.3539.

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Since 2014, immersive media storytelling has gained significant attention, with technologies such as 360° video providing unique first-person experiences, leading to the emergence of immersive journalism and documentaries. Some view immersive media as an “empathy machine” for fostering social change by creating strong connections between the audience and the issues portrayed. This paper critically examines this claim through a practice-based research approach, exploring five socially-driven immersive media projects from 2018-2020 in various countries, and interviewing 21 experts, both scholars

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44

Korgozh, Maria A. "THE “BODILY GEOGRAPHY OF EMOTIONS” METHOD: A NEW MODIFICATION FOR DIAGNOSTICS OF THE EMOTIONAL SPHERE IN PREGNANT WOMEN." Научное мнение, no. 7-8 (August 24, 2023): 88–95. http://dx.doi.org/10.25807/22224378_2023_7-8_88.

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The article presents the author’s modification of the projective technique “Bodily Geography of Emotions”, which can be used to assess the characteristics of women’s emotional sphere, as well as to identify the presence and severity of various bodily manifestations of emotions and feelings. The procedure, data processing and interpretation of the technique’s results are described using the example of psychological assessment of a pregnant woman. The author considers additional possibilities of using the modification of the technique in psychological counseling for women in the prenatal and pos

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45

Rapport, Nigel. "Israel, As Hurt‐Geography." Anthropology Today 40, no. 3 (2024): 18–21. http://dx.doi.org/10.1111/1467-8322.12894.

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In this autobiographical narrative, Nigel Rapport recounts how his time as a volunteer at Kibbutz Yas'ur in Israel in 1975 profoundly affected his identity and sparked a deep emotional connection to the country. Despite initial reluctance to visit Israel and engage with his Jewish heritage, Rapport's experiences living and working on the kibbutz ‐ including labouring in the citrus groves, bonding with the kibbutz youth and being embraced by the community ‐ instilled in him a strong sense of belonging, pride, and loyalty to Israel. The essay conveys Rapport's newfound understanding of the preca

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46

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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47

Sunardi, Sunardi, Famala Eka Sanhadi Rahayu, Desy Rusmawaty, Istanti Hermagustiana, and Dyah Sunggingwati. "A phenomenological analysis of the emotional experiences of graduate preservice student teachers in Indonesia." F1000Research 12 (May 6, 2025): 505. https://doi.org/10.12688/f1000research.132112.3.

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Background Addressing preservice teachers' emotions can help them develop the emotional connections necessary for successful teaching practicums and professional learning experiences. To understand preservice teachers’ emotions towards their surroundings, the researchers used an emotional geography framework to map out the source of their negative and positive emotions and how those feelings affect their beliefs, teaching style, and paradigms. Emotional geographies were divided into two categories (i.e., emotional distance and emotional closeness), which were further mapped into five major the

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48

Sunardi, Sunardi, Famala Eka Sanhadi Rahayu, Desy Rusmawaty, Istanti Hermagustiana, and Dyah Sunggingwati. "A phenomenological analysis of the emotional experiences of graduate preservice student teachers in Indonesia." F1000Research 12 (April 11, 2025): 505. https://doi.org/10.12688/f1000research.132112.2.

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Background Addressing preservice teachers' emotions can help them develop the emotional connections necessary for successful teaching practicums and professional learning experiences. To understand preservice teachers’ emotions towards their surroundings, the researchers used an emotional geography framework to map out the source of their negative and positive emotions and how those feelings affect their beliefs, teaching style, and paradigms. Emotional geographies were divided into two categories (i.e., emotional distance and emotional closeness), which were further mapped into five major the

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Isnawati, Uzlifatul Masruroh, and Nanik Sri Rahayu. "‘’Once I enter the class, I just feel like in the middle of nowhere’’: a narration of ESP teacher's emotional geographies." Journal on English as a Foreign Language 13, no. 2 (2023): 739–63. http://dx.doi.org/10.23971/jefl.v13i2.7050.

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While studies on the teaching of English for specific purposes (ESP) in higher institutions have been widely explored, there is a paucity of research addressing how ESP teachers in higher education deal with their emotional geography when teaching ESP. The data of this present study were garnered through in-depth interviews and analyzed following Braun and Clarke’s (2014) thematic analysis. Anchored by Hargreaves' (2001) emotional geography, the study revealed that the participant had undergone negotiated emotional changes in his experiences as an ESP teacher, which were anchored by physical,

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Wright, Melissa W. "Craven Emotional Warriors." Antipode 40, no. 3 (2008): 376–82. http://dx.doi.org/10.1111/j.1467-8330.2008.00603.x.

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