Both emotion (and affect) and education have become important topics for disciplinary human geographers over the past decade. Simultaneously, a ‘spatial turn’ has been observed in the broader social sciences that has inflected research on emotion and education. This chapter-written from the perspective of a human geographer-examines the implications of such a turn for studying emotion in education. It begins by outlining how geographers have theorised emotion and affect, noting productive tensions between these two terms. Thereafter, it reviews- through four examples-how emotional geographies have inflected research on education. In so doing, it raises a series of conceptual questions that should underpin the planning of research on education and emotions-especially about the ways in which space ‘matters’ to a particular educational practice.
Bibliographical notePublisher Copyright:
© Springer International Publishing Switzerland 2016.
Copyright 2016 Elsevier B.V., All rights reserved.
- Geographies of education
- Policy analysis
- Spatial turn
ASJC Scopus subject areas
- Social Sciences(all)