CFP: *The life course and emotions in fieldwork* Dezembro 30, 2014Posted by paulo jorge vieira in Uncategorized.
*The life course and emotions in fieldwork*
There is no doubt that emotions are being increasingly recognised and integrated into human geography (Bondi et al. 2012). In the search for new ways of thinking of emotions and to conceptualise them, Liz Bondi (2003; 2005; 2014) has proposed to use insights from psychotherapy to frame emotions. Considering that the research is produced by interactive beings that relate with both material and others, Bondi advocates focusing on the inter-relatedness of the research process. Adding to these ideas, we suggest framing the research production as embodied in researchers’ life courses. The life course framework asserts that social lives are affected by time and place differently during the life course (Elder Jr. et al. 2003). Emotions in the research process, thus, erupt from the biographical, historical and social time they are interwoven into. There is, therefore, no surprise that researchers of different ages face diverse challenges, e.g. young researchers often feel unsecure in their research roles while older researcher tend to have passed that stage and tend to focus on other emotions. Simultaneously, researchers are affected by a variety of geographical settings, e.g. different individuals, communities and localities that might restrict or empower them to analyse different sets of emotions.
In this wide call for papers we encourage reflections on emotions in the life course and the research process. Emotional reflections can stem from individuals biographical time, e.g. the chronological (dis)order of events in the lives of individuals. Reflections can also be derived from historical events that influence a certain time and place and/or from the social norm structure present in a certain time and place. Potential topics include but are not limited to theoretical and empirical explorations of emotions in the fieldwork process:
– A focus on the impact of life course related emotions in the research process
– The plethora of emotions in the fieldwork process
– The variety of methods, such as interviewing, focus groups, ethnographies etc., and the difference/similarities in emotional interactions
– A focus on desire/disgust in the research process
– An analysis of life course stages (or the lack of them) and emotions, such as being a young adult/parent/grandparent in the family trajectory.
– A focus on how queer temporalities (Halberstam 2005) affect the fieldwork
– A focus on the social pathway of research and emotions, such student, PhD student, young scholar, old scholar.
– Empirical examples of emotions in different geographical contexts such as Global North/Global South, urban-rural and centre-periphery
Please send your proposal including title, a short abstract of 200 words and contact details including affiliation and email address to Thomas Wimark (firstname.lastname@example.org) and Valerie De Craene (email@example.com) by Thursday 15th January 2015.
Bondi L (2014) Understanding feelings: Engaging with unconscious communication and embodied knowledge. Emotion, Space and Society 10 (February 2014): 44-54.
Bondi L (2005) Making connections and thinking through emotions: between geography and psychotherapy. Transactions of the Institute of British Geographers 30 (4): 433-448.
Bondi L (2003) Empathy and identification: Conceptual resources for feminist fieldwork. ACME: International Journal of Critical Geography 2 (1): 64-76.
Bondi L, J Davidson, M Smith (2012) Introduction: Geography´s “Emotional turn”. J Davidson, L Bondi, M Smith (eds.), Emotional Geographies, Abingdon, Ashgate Publishing, Ltd.: 1-16.
Elder Jr. GH, MK Johnson, R Crosnoe (2003) The emergence and development of life course theory. J T Mortimer, MJ Shanahan (eds.), Handbook of the Life Course, Hingham, Kluwer Academic Publishers: 3-19.
Halberstam J (2005) In a Queer Time and Place: Transgender Bodies, Subcultural Lives. New York: New York University Press