This timely book confronts this challenge of defining a new relationship between researchers and their research. It sets out, simply and accessibly, how you can become a more rounded, authentic researcher.

This new volume in the Series in Affective Science is the first book in over 40 years to tackle the complex and powerful relationship between music and emotion. The book brings together leading researchers in both areas to present the first integrative review of this powerful relationship. This is a book long overdue, and one that will fascinate psychologists, musicologists, music educators, and philosophers.

This volume presents different conceptual and theoretical frameworks as well as research methods that have helped educational researchers to study emotions. It includes innovative approaches that push the methodological boundaries that have served educational researchers until now and proposes new ways of researching emotions in educational contexts. In particular, this edited volume provides a historical frame for studying emotions. It connects theoretical/epistemological views with choice of research methods and describes specific methods helpful in doing research on emotions as they are grounded in different theoretical and disciplinary traditions such as psychology, philosophy, sociology, history, political science, cultural studies, and feminist studies. Finally, it appreciates the contextual and international dimensions of studying emotions in education and contributes to ongoing debates about the implications of our methodological choices for understanding emotion in education. This combination of variety, timeliness, potential for transformation of the field, and uniqueness make this a very valuable resource to introduce new scholars in the field alongside established scholars.

Why should researchers be interested in their feelings and emotions as they carry out research? Emotion is what it is to exist, to be human, and is present in every sphere of our lives. All activities are infused with emotion, even those that are constructed as ‘rational’, because rationality and emotionality are interpenetrated and entwined because all thinking is tinged with feeling, and all feeling is tinged with thinking. This book illuminates the emotional processes of doing social and organizational research, and the implications of this for the outcomes of research. With contributions from leading academics and research practitioners, it addresses the significant issue of the sometimes intense emotional experiences involved in doing research and the implications it has for the theory and practice of social research. By examining the nature of feelings and emotions, it explores how we might understand researchers’ emotions and experiences, and considers the often powerful feelings encountered in a variety of research contexts. Topics discussed include: power relations; psycho-social explanations of researcher emotions; paradoxical relations with research participants and the sometimes disturbing data that is gained; research supervision; the politics of research; gender; publishing, undergoing vivas and presenting at conferences. This book will therefore be a valuable companion to researchers and research students from the start of their career onwards.

This book focuses on the place sand purpose of emotions in the research process, and explores the appropriate boundaries. Designed to explore how to manage the emotional content of research, the text service as a supplemental to qualitative research method courses, and is an excellent reference for the professional as well.

Contributors to this edited collection argue for an emotional rebellion in the academic world, arguing that the presentation of research as ‘objective’ conceals the subject positions of researchers and the emotional imperatives that often drive research.

Bridging the gap between academic parlance and arts-based inquiry, this unique text presents a socio-affective exploration of educational leadership. The text challenges inherited ideological and normative assumptions and invites its reader to reimagine leadership as a dynamic, emotional, and relational process. Exploring the Affective Dimensions of Educational Leadership combines the ambiguity of arts-based work with the interpretative power of psychoanalysis to illustrate the role of mutuality, personal interpretations, and formative relations on leadership practices. By emphasizing leadership as the constant striving for recognition, the chapters expose the affective dimensions that infuse educational leadership practice and in doing so, propose a new way for educational leaders to respond to complex and emotionally charged incidents in school contexts, thereby promoting democratic practice and positive collegial relations. An engaging and insightful text, this book will be of great interest to graduate and postgraduate students, researchers, academics, and professionals in the fields of educational leadership, educational research, and psychoanalysis.