A queer politics of emotion: reimagining sexualities and schooling

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dc.contributor.authorNeary, Aoifeen
dc.contributor.authorGray, Bredaen
dc.contributor.authorO'Sullivan, Maryen
dc.date.accessioned2025-06-06T13:51:03Z
dc.date.available2025-06-06T13:51:03Z
dc.date.issued2016en
dc.description.abstractThis paper draws together [Hochschild's (1979) Emotion Work, Feeling Rules and Social Structure.” American Journal of Sociology 85: 551–575; (1983) The Managed Heart: Commercialisation of Human Feeling. London: University of California Press] concepts of emotional labour and feeling rules with Ahmed's affectiveeconomies [(2004a) The Cultural Politics of Emotion. New York: Routledge; (2004b) “Affective Economies.” Social Text 22 (2): 117–139; (2008) “Sociable Happiness.” Emotion, Space and Society 1: 10–13; (2010) The Promise of Happiness. Durham: Duke University Press] and queer phenomenology [(2006a) Queer Phenomenology: Orientations, Objects, Others. London: Duke University Press; (2006b) “Orientations: Towards a Queer Phenomenology.” GLQ: A Journal of Gay and Lesbian Studies 12 (4): 543–574] as a way to address wider questions about sexuality and schooling. It highlights the value of the everyday politics of emotion for elucidating and clarifying the specificities, pertinence and complementarities of Hochschild's and Ahmed's work for reimagining the relationship between sexualities and schooling. The combination of their approaches allows for a focus on the individual, bodily management of emotions while demonstrating the connectedness of bodies and spaces. It enables disruption of ‘inclusive’ and ‘progressive’ educational approaches that leave heterosexuality uninterrupted and provides insight into how power works in and across the bodies, discourses, practices, relations and spaces of schools to maintain a collective orientation towards heterosexuality. It also counters linear narratives of progressive change, elucidating how change is a hopeful but messy process of simultaneous constraint, transgression and transformation. Key moments from a three-year study with lesbian, gay, bisexual, transgender and queer (LGBT-Q) teachers entering into civil partnerships in Ireland serve as exploratory examples of the theoretical ideas put forward in this paper. © 2015 Taylor & Francis.en
dc.description.statusPeer revieweden
dc.description.versionSubmitted versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationNeary, A., Gray, B. and O'Sullivan, M. (2016) 'A queer politics of emotion: Reimagining sexualities and schooling', Gender and Education, 28(2), pp.250-265. https://doi.org/10.1080/09540253.2015.1114074en
dc.identifier.doi10.1080/09540253.2015.1114074en
dc.identifier.endpage265en
dc.identifier.issn9540253en
dc.identifier.issued2
dc.identifier.journaltitleGender and Educationen
dc.identifier.startpage250en
dc.identifier.urihttps://hdl.handle.net/10468/17628
dc.identifier.volume28
dc.language.isoenen
dc.publisherRoutledgeen
dc.rights© 2015, Taylor & Francis. This is an Author's Original Manuscript of an article whose final and definitive form has been published in Gender and Education, available online at: https://doi.org/10.1080/09540253.2015.1114074en
dc.rights.urihttps://creativecommons.org/licenses/by-nc-sa/4.0/
dc.subjectEmotional economiesen
dc.subjectEmotional labouren
dc.subjectFeeling rulesen
dc.subjectLGBT-Q teachersen
dc.subjectQueer phenomenologyen
dc.subjectQueer temporalityen
dc.subjectSchoolingen
dc.subjectSexualitiesen
dc.titleA queer politics of emotion: reimagining sexualities and schoolingen
dc.typeArticle (peer reviewed)en
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