Elizabeth Finlayson Harris , Erin Feinauer Whiting
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Embodied place in disembodied space: The emotional geography of online classrooms
While many institutions in recent years have worked to adapt classes to online settings, little attention has been given to the interplay of affect and emotion in online classrooms. This study uses a microethnographic approach to observe two online multicultural education courses over a 7-week term to explore the normative and socially organized practices of affect and emotion. We emphasize the ways that affect and emotion are deeply connected to physical place and online space. Findings suggest the emotional geography of online, synchronous classrooms are characterized by the duality of space and place. This includes tensions around visualizing affect and understanding emotion without shared references and physical places. This research also suggests that teachers and students are managing complex relationships, roles, and pressures in real time as their physical place may call for individuals to act one way while the online space may call for a different set of emotion work and labor.
期刊介绍：
Emotion, Space and Society aims to provide a forum for interdisciplinary debate on theoretically informed research on the emotional intersections between people and places. These aims are broadly conceived to encourage investigations of feelings and affect in various spatial and social contexts, environments and landscapes. Questions of emotion are relevant to several different disciplines, and the editors welcome submissions from across the full spectrum of the humanities and social sciences. The journal editorial and presentational structure and style will demonstrate the richness generated by an interdisciplinary engagement with emotions and affects.
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