Element contents
Academic Emotions
Feeling the Institution
Published online by Cambridge University Press: 17 November 2021
Summary
The University is an institution that disciplines the academic self. As such it produces both a particular emotional culture and, at times, the emotional suffering of those who find such disciplinary practices discomforting. Drawing on a rich array of writing about the modern academy by contemporary academics, this Element explores the emotional dynamics of the academy as a disciplining institution, the production of the academic self, and the role of emotion in negotiating power in the ivory tower. Using methodologies from the History of Emotion, it seeks to further our understanding of the relationship between the institution, emotion and the self.
- Type
- Element
- Information
- Online ISBN: 9781108990707Publisher: Cambridge University PressPrint publication: 16 December 2021
References
Adsit, J., Doe, S., Allison, M., Maggio, P. and Maisto, M. (2015). Affective activism: Answering institutional productions of precarity in the corporate university. Feminist Formations, 27(3), 21–48.Google Scholar
Ager, B. @BrittaAger (5 February 2021). Genuine question… Twitter Page. https://twitter.com/BrittaAger/status/1357520884538347522?s=20.Google Scholar
Ahmed, S. (2004). The Cultural Politics of Emotion, Edinburgh: Edinburgh University Press.Google Scholar
Ahmed, S. (2012). On Being Included: Racism and Diversity in Institutional Life, Durham, NC: Duke University Press.Google Scholar
Ahmed, S. (2018). On complaint. Wheeler Centre. Available at: www.wheelercentre.com/broadcasts/sara-ahmed-on-complaint.Google Scholar
Ahoba-Sam, R. and Charles, D. (2019). Building of academics’ networks – An analysis based on causation and effectuation theory. Review of Regional Research, 39, 143–61.CrossRefGoogle Scholar
Archer, L. (2008a). Younger academics’ constructions of ‘authenticity’, ‘success’ and professional identity. Studies in Higher Education, 33(4), 385–403.Google Scholar
Archer, L. (2008b). The new neoliberal subjects? Young/er academics’ constructions of professional identity. Journal of Education Policy, 23(3), 265–85.Google Scholar
Arnold-Forster, A. and Schotland, S. (2021). Covid-19 only exacerbated a longer pattern of health-care worker stress. Washington Post, 29 April. Available at: www.washingtonpost.com/outlook/2021/04/29/covid-19-only-exacerbated-longer-pattern-healthcare-worker-stress/.Google Scholar
Arvaja, M. (2017). Tensions and striving for coherence in an academic’s professional identity work. Teaching in Higher Education, 23(3), 291–306.Google Scholar
Ashwin, P. (2015). Five ways universities have already changed in the 21st century. The Conversation, 14 May. Available at: https://theconversation.com/five-ways-universities-have-already-changed-in-the-21st-century-39676.Google Scholar
Askins, K. and Blazek, M. (2017). Feeling our way: Academia, emotions and a politics of care. Social & Cultural Geography, 18(8), 1086–1105.Google Scholar
Aswathi, M. @mnwsth (30 May 2021). A special round of thanks… Twitter Page. https://twitter.com/mnwsth/status/1398849517374492676?s=20.Google Scholar
Atay, A. (2017). Journey of errors: Finding home in academia. Cultural Studies – Critical Methodologies, 18(1), 16–22.Google Scholar
Atom44 (2020). Coping with survivor’s guilt in academia. Academia: StackExchange. Available at: https://academia.stackexchange.com/questions/150909/coping-with-survivors-guilt-in-academia.Google Scholar
Attewell, N. (2016). Not the Asian you had in mind: Race, precarity, and academic labor. English Language Notes, 54(2), 183–90.Google Scholar
Baglini, R. and Parsons, C. (2020). If you can’t be kind in peer review, be neutral. Nature, 30 November. Available at: www.nature.com/articles/d41586-020-03394-y.Google Scholar
Barcan, R. (2016). Academic Life and Labour in the New University: Hope and Other Choices, London: Routledge.Google Scholar
Barcan, R. (2019). Weighing up futures: Experiences of giving up an academic career. In Manathunga, C. and Bottrell, D., eds., Resisting Neoliberalism in Higher Education Volume II: Prising Open the Cracks, Cham: Springer International Publishing, pp. 43–64.Google Scholar
Barclay, K. (2019a). Men on Trial: Performing Emotion, Embodiment and Identity in Ireland, 1800–1845, Manchester: Manchester University Press.Google Scholar
Barclay, K. (2019b). Mobile emotions. Historical Transactions. Available at: https://blog.royalhistsoc.org/tag/katie-barclay/.Google Scholar
Barclay, K. (2021). Caritas: Neighbourly Love and the Early Modern Self, Oxford: Oxford University Press.Google Scholar
Barside, S. and Gibson, D. E. (2007). Why does affect matter in organizations? Academy of Management Perspectives, February, 36–59.Google Scholar
Barside, S. and O’Neill, O. A. (2016). Manage your emotional culture. Harvard Business Review, January–February. Available at: https://hbr.org/2016/01/manage-your-emotional-culture.Google Scholar
Barton, N. @NimishaBarton (24 March 2021). Is there a word… Twitter Page. https://twitter.com/NimishaBarton/status/1374411048124440583?s=20.Google Scholar
Bartos, A. E. and Ives, S. (2019). Learning the rules of the game: Emotional labor and the gendered academic subject in the United States. Gender, Place & Culture, 26(6), 778–94.Google Scholar
Baty, P. @Phil_Baty (23 May 2021).‘Trailblazing’ research agendas… Twitter Page. https://twitter.com/Phil_Baty/status/1396361951349985281?s=20.Google Scholar
Bellas, M. L. (1999). Emotional labor in academia: The case of professors. American Academy of Political and Social Science, 561, 96–110.Google Scholar
Bennett, D. Roberts, L. and Ananthram, S. (2017). Teaching-only roles could mark the end of your academic career. The Conversation, 28 March. Available at: https://theconversation.com/teaching-only-roles-could-mark-the-end-of-your-academic-career-74826.Google Scholar
Berents, H. (2019). On academic precarity as ongoing anxiety. Helen May Be Writing, 19 February. Available at: https://helenmaybewriting.tumblr.com/post/182912719266/on-academic-precarity-as-ongoing-anxiety.Google Scholar
Berg, L. D., Huijbens, E. H. and Larsen, H. G. (2016). Producing anxiety in the neoliberal university. The Canadian Geographer / Le Géographe Canadien, 60(2), 168–80.Google Scholar
Berg, M. and Seeber, B. K. (2016). The Slow Professor: Challenging the Culture of Speed in the Academy, Toronto: University of Toronto Press.Google Scholar
Berman, E. P. (2012). Creating the Market University: How Academic Science Became an Economic Engine, Princeton, NJ: Princeton University Press.Google Scholar
Bernier, J. W. @jwbernier (8 April 2021). When academics… Twitter Page. https://twitter.com/jwbernier/status/1379843878308708355?s=20.Google Scholar
Beudel, S. (2021). The exploitation of casual workers in the university sector. Kill Your Darlings, 8 February. Available at: www.killyourdarlings.com.au/article/the-exploitation-of-casual-workers-in-the-university-sector/.Google Scholar
Bijl, Mieke van der. (2020). Learning is joy – wellbeing challenges in pandemic higher education. Mieke van der Bijl, 20 June. Available at: https://medium.com/@miekevanderbijl/learning-is-joy-wellbeing-challenges-in-pandemic-higher-education-f74aaae67ec4.Google Scholar
Black, A. L. and Garvis, S., eds., (2018). Lived Experiences of Women in Academia: Metaphors, Manifestos and Memoir, London: Routledge.Google Scholar
Bloch, C. (2002). Managing the emotions of competition and recognition in academia. The Sociological Review, 50(2), 113–31.Google Scholar
Bloch, C. (2012). Passion and Paranoia: Emotions and the Culture of Emotion in Academia, Farnham, UK: Ashgate.Google Scholar
Bochner, A. P. (1997). It’s about time: Narrative and the divided self. Qualitative Inquiry, 3(4), 418–38.Google Scholar
Boddice, R. @virbeatum (22 May 2021). I practice alienation… Twitter Page. https://twitter.com/virbeatum/status/1395836848061157388?s=20.Google Scholar
Bosanquet, A. (2018). Motherhood and academia: A story of bodily fluids and going with the flow. In Black, A. L. and Garvis, S., eds., Lived Experiences of Women in Academia: Metaphors, Manifestos and Memoir, London: Routledge, pp. 65–75.Google Scholar
Boyer, D. @dominicboyer (30 June 2021). Elsevier sponsored ‘rules of academia’… Twitter Page. https://twitter.com/dominicboyer/status/1398987182367383552?s=21.Google Scholar
Brennan, J. (2020). Good Work If You Can Get It: How to Succeed in Academia, Baltimore, MD: John Hopkins University Press.Google Scholar
Bright, D. (2017). The pleasure of writing: Escape from the dominant system. In Riddle, S., Harmes, M. K. and Danaher, P. A., eds., Producing Pleasure in the Contemporary University, Rotterdam: Sense, pp. 37–48.Google Scholar
Britton, B. (2018). When hard work turns into academic obsession. Editage Insights, 12 November. Available at: www.editage.com/insights/passion-for-research-hard-work-or-academic-obsession?refer=scroll-to-1-article&refer-type=article-stories.Google Scholar
Broucker, B. and De Wit, K. (2015). New public management in higher education. In J. Huisman, H. de Boer, D. D. Dill and M. Souto-Otero, eds., The Palgrave International Handbook of Higher Education Policy and Governance, London: Palgrave Macmillan, pp. 57–75.Google Scholar
Brown, A. M. L. (2015). How not to be reviewer #2. Ashley ML Brown, Available at: https://amlbrown.com/2015/11/10/how-not-to-be-reviewer-2/.Google Scholar
Brown, N. and Leigh, J. (2018). Ableism in academia: Where are the disabled and ill academics? Disability & Society, 33(6), 985–9.Google Scholar
Brunila, K. and Valero, P. (2018). Anxiety and the making of research(ing) subjects in neoliberal academia. Subjectivity, 11(1), 74–89.CrossRefGoogle Scholar
Bulaitis, Z. H. (2020). Value and the Humanities: The Neoliberal University and Our Victorian Inheritance, Cham: Palgrave Macmillan.Google Scholar
Burford, J. (2017). What might ‘bad feelings’ be good for? Some queer-feminist thoughts on academic activism. Australian Universities Review, 59(2), 70–8.Google Scholar
Burton, S. (2018). Writing yourself in? The price of playing the (feminist) game in the neoliberal university. In Taylor, Y. and Lahad, K., eds., Feeling Academic in the Neoliberal University: Feminist Flights, Fights and Failures, Cham: Palgrave Macmillan, pp. 115–136.Google Scholar
Butler, N. and Spoelstra, S. (2020). Academics at play: Why the ‘publication game’ is more than a metaphor. Management Learning, 51(4), 414–30.Google Scholar
Cannizzo, F. (2018). ‘You’ve got to love what you do’: Academic labour in a culture of authenticity. The Sociological Review, 66(1), 91–106.Google Scholar
Cannizzo, F. and Osbaldiston, N., eds., (2019). The Social Structures of Global Academia, London: Routledge.Google Scholar
Cantor, G. (2020). The loneliness of the long-distance (PhD) researcher. Psychodynamic Practice, 26(1), 56–67.Google Scholar
Cantwell, B. and Kauppinen, I., eds., (2014). Academic Capitalism in the Age of Globalization, Baltimore, MD: John Hopkins University Press.CrossRefGoogle Scholar
Carey, G. @gemcarey (22 April 2021). I was precarious… Twitter Page. https://twitter.com/gemcarey/status/1385044991156752384?s=20.Google Scholar
Carter, S., Guerin, C. and Aitchison, C. (2020). Doctoral Writing: Practices, Processes and Pleasures, Cham: Springer.Google Scholar
Caruso, J. (2021). Identity: Being Aboriginal in the academy: ‘It’s an identity thing’. In Nye, Adele and Clark, Jennifer, eds., Teaching History for the Contemporary World: Tensions, Challenges and Classroom Experiences in Higher Education, Cham: Springer, pp. 71–81.Google Scholar
Charteris, J., Gannon, S., Mayes, E., Nye, A. and Stephenson, L. (2016). The emotional knots of academicity: A collective biography of academic subjectivities and spaces. Higher Education Research & Development, 35(1), 31–44.Google Scholar
Chen, J. (2018). Coming to terms with six years in science: Obsession, isolation, and moments of wonder. STAT, 14 October, www.statnews.com/2018/10/14/phd-six-years-scientific-research/.Google Scholar
Chubb, J., Watermeyer, R. and Wakeling, P. (2017). Fear and loathing in the academy? The role of emotion in response to an impact agenda in the UK and Australia. Higher Education Research & Development, 36(3), 555–68.Google Scholar
Cohen, S., Hanna, P., Higham, J., Hopkins, D. and Orchiston, C. (2019). Gender discourses in academic mobility. Gender, Work & Organization, 27(2), 149-65.Google Scholar
Coin, F. (2018). When love becomes self-abuse: Gendered perspectives on unpaid labor in academia. In Taylor, Y. and Lahad, K., eds., Feeling Academic in the Neoliberal University: Feminist Flights, Fights and Failures, Cham: Palgrave Macmillan, pp. 301–20.Google Scholar
Collins, P. H. (2013). Black Feminist Thought: Knowledge, Consciousness and the Politics of Empowerment, 2nd ed., London: Routledge.Google Scholar
Commonwealth of Australia. (2018). Measuring the economic value of cultural and creative industries. Statistics Working Group of the Meeting of Cultural Ministers, Commonwealth of Australia.Google Scholar
Connell, R. (2019). The Good University: What Universities Actually Do and Why It’s Time For Radical Change, London: Zed.Google Scholar
Crimmins, G. (2017). The intrinsic pleasure of being present with/in humanistic research. In Riddle, S., Harmes, M. K., and Danaher, P. A., eds., Producing Pleasure in the Contemporary University, Rotterdam: Sense, pp. 95–105.Google Scholar
Crimmins, G. (2018). The double life of a casual academic. In Black, A. L. and Garvis, S., eds., Lived Experiences of Women in Academia: Metaphors, Manifestos and Memoir, London: Routledge, pp. 181–9.Google Scholar
Cruz, H. D. (2020). Dealing with the collapse in the academic job market: Advice for mentors and people on the job market. The Philosophers’ Cocoon, 25 November. Available at: https://philosopherscocoon.typepad.com/blog/2020/11/dealing-with-the-collapse-in-the-academic-job-market-advice-for-mentors-and-people-on-the-job-market.html.Google Scholar
Currie, J., Thiele, B. and Harris, P. (2002). Gendered Universities in Globalized Economies: Powers, Careers and Sacrifices, Lanham, MD: Lexington Books.Google Scholar
David, M. E. (2016). Feminism, Gender and Universities: Politics, Passion and Pedagogies, London: Routledge.Google Scholar
Davis, A., Jansen, van Rensburg, M. and Venter, P. (2016). The impact of managerialism on the strategy work of university middle managers. Studies in Higher Education, 41(8), 1480–94.Google Scholar
Davis, G. (2017). The Australian Idea of the University, Melbourne: Melbourne University Press.Google Scholar
Dear, L. (2019). The imperial/neoliberal university: What does it mean to be included?. In Breeze, M., Taylor, Y. and Costa, C., eds., Time and Space in the Neoliberal University: Future and Fractures in Higher Education, Cham: Palgrave Macmillan, 93–118.Google Scholar
Decuir-Gunby, J. T. and Williams, M. R. (2007). The impact of race and racism on students’ emotions: A critical analysis. In Schutz, P. A. and Pekrun, R., eds., Emotion in Education, Cambridge: Elsevier, pp. 205–19.Google Scholar
Di Leo, J. R. (2006). Shame in academe: On the politics of emotion in academic culture. JAC, 26(1/2), 221–34.Google Scholar
Drążkiewicz, E. (2021). Blinded by the light: International precariat in academia. Focaalblog, 5 February, www.focaalblog.com/2021/02/05/ela-drazkiewicz-blinded-by-the-light-international-precariat-in-academia/.Google Scholar
Duffy, M. (2015). The hardest part of academia? Moving. Dynamic Ecology, 14 October. Available at: https://dynamicecology.wordpress.com/2015/10/14/the-hardest-part-of-academia-moving/.Google Scholar
Duncan, R., Tilbrook, K. and Krivokapic-Skoko, B. (2015). Does academic work make Australian academics happy? Australian Universities Review, 57(1), 5–12.Google Scholar
Dunleavy, P. (2003). Authoring a PhD: How to Plan, Draft, Write and Finish a Doctoral Thesis or Dissertation, Basingstoke, UK: Palgrave Macmillan.Google Scholar
Duryea, E. D. and Williams, D. T. (2000). The Academic Corporation: A History of College and University Governing Boards, New York: Falmer Press.Google Scholar
Ehn, B., and Orvar, L. (2007). Emotions in academia. In Wulff, H., ed., The Emotions: A Cultural Reader, Oxford: Berg Publishers, pp. 101–18.Google Scholar
Ehrenberg, R. G., eds., (2004). Governing Academia, Ithaca, NY: Cornell University Press.Google Scholar
Erickson, M., Walker, C. and Hanna, P. (2020). Survey of academics finds widespread feelings of stress and overwork. The Conversation, 29 February. Available at: https://theconversation.com/survey-of-academics-finds-widespread-feelings-of-stress-and-overwork-130715.Google Scholar
Evans, L. and Nixon, J., eds., (2015). Academic Identities in Higher Education: The Changing European Landscape, London: Bloomsbury.Google Scholar
Fabricant, M. and Brier, S. (2016). Austerity Blues: Fighting for the Soul of Public Higher Education, Baltimore, MD: John Hopkins University Press.Google Scholar
Fathi, R. and Megarrity, L. (2019). You matter: The Australian Historical Association’s casualisation survey, Australian Historical Association. Available at: https://doi.org/10.25957/5e15063fb31a4.Google Scholar
Collective, Fem-Mentee. (2017). Emotional masking and spill outs in the neoliberalised university: A feminist geographic perspective on mentorship. Journal of Geography in Higher Education, 41(4), 590–607.Google Scholar
Female Science Professor. (2013). Happiness index. Female Science Professor, 4 April. Available at: http://science-professor.blogspot.com/2012/04/happiness-index.html.Google Scholar
Ferreira, V. K. (2017). Moving futures: Anthropological reflections on academic mobility and precarious life amongst South Asian social scientists in Europe. Indian Anthropologist, 47(1), 51–68.Google Scholar
Fetherston, C., Fetherston, A., Batt, S., Sully, M. and Wei, R. (2020). Wellbeing and work-life merge in Australian and UK academics. Studies in Higher Education. Available at: https://doi.org/10.1080/03075079.2020.1828326.Google Scholar
Firth, K., Connell, L. and Freestone, P. (2020). Your PhD Survival Guide: Planning, Writing and Succeeding in Your Final Year, London: Routledge.Google Scholar
Fitzmaurice, M. (2013). Constructing professional identity as a new academic: A moral endeavour. Studies in Higher Education, 38(4), 613–22.Google Scholar
Fitzpatrick, K. (2019). Generous Thinking. A Radical Approach to Saving the University, Baltimore. MD: John Hopkins University Press.Google Scholar
Flaherty, C. (2020). Barely getting by. Inside Higher Ed, 20 April. Available at: www.insidehighered.com/news/2020/04/20/new-report-says-many-adjuncts-make-less-3500-course-and-25000-year.Google Scholar
Forsyth, H. (2014). A History of the Modern Australian University, Sydney: NewSouth Publishing.Google Scholar
Foucault, M. (1988). Technologies of the Self. In Martin, L. H., Gutman, H and Hutton, P. H., eds., Technologies of the Self: A Seminar with Michel Foucault, Amherst, MA: The University of Massachusetts Press, pp. 16-49.Google Scholar
Frevert, U., Eitler, P. and Olsen, S. et al. (2014). Learning How to Feel: Children’s Literature and the History of Emotional Socialization, c. 1870–1970, Oxford: Oxford University Press.Google Scholar
Gannon, S. (2018). On being and becoming the monstrous subject of measurement. In Riddle, S., Bright, D., and Honan, E., eds., Writing with Deleuze in the Academy: Creating Monsters, Singapore: Springer, 73–93.Google Scholar
Gannon, S. and Gonick, G. (2019). Collective biography as a feminist methodology. In Crimmins, G., ed., Strategies for Resisting Sexism in the Academy: Higher Education, Gender and Intersectionality. Cham: Palgrave Macmillan, pp. 207–25.Google Scholar
Gannon, S. Taylor, C. and Adams, G. et al. (2019). ‘Working on a rocky shore’: Micro-moments of positive affect in academic work. Emotion, Space and Society, 31, 48–55.Google Scholar
Garrod, A., Kilkenny, R. and Benson Taylor, M., eds., (2017). I Am Where I Come From: Native American College Students and Graduates Tell Their Life Stories, Ithaca, NY: Cornell University Press.Google Scholar
Gill, R. (2009). Breaking the silence: The hidden injuries of the neoliberal university. In Ryan-Flood, R. and Gill, R., eds., Secrecy and Silence in the Research Process: Feminist Reflections, London: Routledge, pp. 228–44.Google Scholar
Grasgreen, A. (2013). Majority disaffection. Inside Higher Ed, 22 March,. Available at: www.insidehighered.com/news/2013/03/22/white-men-alienated-higher-ed-workplace-survey-suggests.Google Scholar
Gregory, K. and Singh, S. S. (2018). Anger in academic twitter: Sharing, caring, and getting mad online. TripleC: Communication, Capitalism & Critique. Open Access Journal for a Global Sustainable Information Society, 16(1), 176–93.Google Scholar
Guest, O. @o_guest (2 October 2021). I’m an asst prof. Twitter Page. https://twitter.com/o_guest/status/1444013380591882247?s=20.Google Scholar
Haddow, G. and Hammarfelt, B. (2019). Early career academics and evaluative metrics: Ambivalence, resistance and strategies. In Cannizzo, F. and Osbaldiston, N., eds., The Social Structures of Global Academia, London: Routledge, pp. 125–43.Google Scholar
Hall, R. (2018). The Alienated Academic: The Struggle for Autonomy inside the University, Basingstoke, UK: Palgrave Macmillan.Google Scholar
Hancox-Li, L. @struthious (13 April 2021). One very bad aspect… Twitter Page. https://twitter.com/struthious/status/1381785186594127872?s=20.Google Scholar
Harris, R. @racheldharris_ (19 May 2021). I honestly feel… Twitter Page. https://twitter.com/racheldharris_/status/1394778839985782786?s=20.Google Scholar
Hartung, C., Barnes, N. and Welch, R. et al. (2017). Beyond the academic precariat: A collective biography of poetic subjectivities in the neoliberal university. Sport, Education and Society 22(1), 40–57.Google Scholar
Hazelkorn, E. (2015). Rankings and the Reshaping of Higher Education: The Battle for World-Class Education, Basingstoke, UK: Palgrave Macmillan.Google Scholar
Heard, S. (2018). Academic nomads, academic settlers. Scientist Sees Squirrel. Available at https://scientistseessquirrel.wordpress.com/2018/02/15/academic-nomads-academic-settlers/.Google Scholar
Heffernan, T. and Bosetti, L. (2021). Incivility: the new type of bullying in higher education. Cambridge Journal of Education. Available at: https://doi.org/10.1080/0305764X.2021.1897524.Google Scholar
Heijstra, T. M., Einarsdóttir, þ. and Pétursdóttir, G. M. (2017). Testing the concept of academic housework in a European setting: Part of academic career-making or gendered barrier to the top? European Educational Research Journal, 16(2–3), 200–14.Google Scholar
Henderson, L., Honan, E. and Loch, S. (2016). The production of the academicwritingmachine. Reconceptualizing Educational Research Methodology, 7(2). Available at: https://doi.org/10.7577/rerm.1838.Google Scholar
Herzfeld, M. (1993). The Social Production of Indifference, Chicago, IL: Chicago University Press.Google Scholar
Hochschild, A. R. (2012). The Managed Heart: Commercialization of Human Feeling, Berkeley, CA: University of California Press.Google Scholar
Holeywell, K. (2009). The origins of a creative writing programme at the University of East Anglia, 1963–1966. New Writing, 6(1), 15–24.Google Scholar
Honan, E. (2017). Producing moments of pleasure within the confines of the neoliberal university. In S. Riddle, M. K. Harmes and P. A. Danaher, eds., Producing Pleasure in the Contemporary University, Rotterdam: Sense, pp. 13–24.Google Scholar
Horton, J. (2020). Failure failure failure failure failure failure: Six types of failure in the neoliberal academy. Emotion, Space and Society, 35. Available at: https://doi.org/10.1016/j.emospa.2020.100672.Google Scholar
Hrabowski, F. A., with Rous, P. J. and Henderson, P. H. (2019). The Empowered University: Shared Leadership, Culture Change and Academic Success, Baltimore, MD: John Hopkins University Press.Google Scholar
Huntington, S. @DrShaneRRR (21 May 2021). About 30% of… Twitter Page. https://twitter.com/DrShaneRRR/status/1395472525878956040?s=20.Google Scholar
Husemann, M., Rogers, R., Meyer, S. and Habel, J. C. (2017). ‘Publicationism’ and scientists’ satisfactions depend on gender, career stage, and the wider academic system. Palgrave Commun, 3, 17032. Available at: https://doi.org/10.1057/palcomms.2017.32.Google Scholar
Ivancheva, M., Lynch, K. and Keating, K. (2019). Precarity, gender and care in the neoliberal academy. Gender, Work & Organization, 26(4), 448–62.CrossRefGoogle Scholar
Jamie, K. (2020). Contesting the international mobility imperative in applications for academic promotion. Conference Inference, 6 April. Available at: https://conferenceinference.wordpress.com/2020/04/06/contesting-the-international-mobility-imperative-in-applications-for-academic-promotion-kimberly-jamie/.Google Scholar
Johnson, M. (2020). Undermining Racial Justice: How One University Embraced Inclusion and Inequality, Ithaca, NY: Cornell University.Google Scholar
Jones, D. R., Visser, M. and Stokes, P. et al. (2020). The performative university: ‘targets’, ‘terror’ and ‘taking back freedom’ in academia. Management Learning, 51(4). Available at: https://doi.org/10.1177/1350507620927554.Google Scholar
Josh is writing. @josh_iswriting (5 March 2021). I’m still reeling… Twitter Page. https://twitter.com/josh_iswriting/status/1367800877772378112?s=20.Google Scholar
Kara, H. (2017). Why I love reviewer 2. Helen Kara. Available at: https://helenkara.com/2017/07/18/why-i-love-reviewer-2/.Google Scholar
Kelsky, K. (2020). The academy is the grift. The Professor Is In, 14 September. Available at: https://theprofessorisin.com/2020/09/14/the-academy-is-the-grift/.Google Scholar
Kern, L., Hawkins, R., Falconer Al-Hindi, K. and Moss, P. (2014). A collective biography of joy in academic practice. Social & Cultural Geography, 15(7), 834–51.Google Scholar
Kernohan, D. (2019). A beginner’s guide to academic workload modelling, WONKHE, 22 March. Available at: https://wonkhe.com/blogs/a-beginners-guide-to-academic-workload-modelling/.Google Scholar
Kezar, A., ed., (2011). Recognizing and Serving Low-Income Students in Higher Education, London: Routlege.Google Scholar
Kezar, A., DePaola, T. and Scott, D. T. (2019). The Gig Academy: Mapping Labor in the Neoliberal University, Baltimore, MD: John Hopkins University Press.Google Scholar
Khoo, T., Burford, J., Henderson, E., Liu, H. and Nicolazzo, Z. (2021). Not getting over it: The impact of Sara Ahmed’s work within critical university studies. Journal of Intercultural Studies, 42(1), 84–98.Google Scholar
Kierkegaard, S. (2019/1846). The Present Age: On the Death of Rebellion, New York: Harper Perennial.Google Scholar
Lal, V. (2002). Empire of Knowledge: Culture and Plurality in the Global Economy, London: Pluto Press.Google Scholar
Lamont, M. (2009). How Professors Think: Inside the Curious World of Academic Judgment, Cambridge, MA: Harvard University Press.Google Scholar
Lau, J. (2021). ‘Trailblazing’ research agendas linked to academic mobility. THE, 23 May. Available at: www.timeshighereducation.com/news/trailblazing-research-agendas-linked-academic-mobility.Google Scholar
Leo, J. R. D. (2014). A dog’s life: Austerity and conduct in neoliberal academe. Symplokē, 22(1–2), 59–76.Google Scholar
Lipton, B. (2017). The academic ‘good life’: Gender equality or cruel optimism? Broad Agenda, 16 July. Available at: www.broadagenda.com.au/2017/the-academic-good-life/.Google Scholar
Lipton, B. (2019a). Closed doors: Academic collegiality, isolation, competition and resistance in the contemporary Australian university. In Breeze, M., Taylor, Y. and Costa, C., eds., Time and Space in the Neoliberal University: Future and Fractures in Higher Education, Cham: Palgrave Macmillan, pp. 15–43.Google Scholar
Lipton, B. (2019b). Academic anonymous: Blogging and feminist ‘be/longings’ in the neoliberal university. In A. Tsalapatanis, M. Bruce, D. Bissell and H. Keane, eds., Social Beings, Future Belongings: Reimagining the Social, London: Routledge, pp. 43–58.Google Scholar
Lister, K. @k8_lister (3 December 2019). I’m not saying… Twitter Page. https://twitter.com/k8_lister/status/1201760071455260672?s=20.Google Scholar
Liu, H. (2021). Workplace injury and the failing academic body: A testimony of pain. Journal of Business Ethics. Available at: https://doi.org/10.1007/s10551-021-04838-9.Google Scholar
Lombardi, J. V. (2013). How Universities Work, Baltimore, MD: John Hopkins University Press.Google Scholar
Loughran, T. (2018). Blind spots and moments of estrangement: Subjectivity, class and education in British ‘autobiographical histories’. In Loughran, T. and Mannay, D., eds., Emotion and the Researcher: Sites, Subjectivities, and Relationships: Studies in Qualitative Methodology, Bingley, UK: Emerald, pp. 245–59.Google Scholar
Lund, R. and Tienari, J. (2019). Passion, care and eros in the gendered neoliberal university. Organization, 26(1), 98-121.Google Scholar
Lupton, D. (2013). The academic quantified self. This Sociological Life, 14 October. Available at: https://simplysociology.wordpress.com/2013/10/14/the-academic-quantified-self/.Google Scholar
Luther, F. (2008). Publication ethics and scientific misconduct: The role of authors. Journal of Orthodontics, 35(1), 1-4.Google Scholar
Lutz, R. @rudilutz (8 May 2018). Oh the joys… Twitter Page. https://twitter.com/rudilutz/status/993793022793060352?s=20.Google Scholar
MacFarlane, B. and Burg, D. (2019). Women professors and the academic housework trap. Journal of Higher Education Policy and Management, 41(3), 262–74.Google Scholar
Mackinlay, E. (2016). Teaching and Learning Like a Feminist: Storying Our Experiences in Higher Education, Rotterdam: Sense.Google Scholar
Manathunga, C., Selkrig, M., Sadler, K. and Keamy, R. K. (2017). Rendering the paradoxes and pleasures of academic life: Using images, poetry and drama to speak back to the measured university. Higher Education Research & Development, 36(3), 526–40.Google Scholar
Mandler, P. (2020). The Crisis of the Meritocracy: Britain’s Transition to Mass Education since the Second World War, Oxford: Oxford University Press.Google Scholar
Manzi, M., Ojeda, D. and Hawkins, R. (2019). ‘Enough wandering around!’: Life trajectories, mobility, and place making in neoliberal academia. The Professional Geographer, 71(2), 355–63.Google Scholar
Marinetto, M. (2020). Who put the cult in faculty? THE, 1 January. Available at: www.timeshighereducation.com/opinion/who-put-cult-faculty.Google Scholar
Matthew, P. A., ed., (2016). Written/Unwritten: Diversity and the Hidden Truths of Tenure, Chapel Hill, NC: University of North Carolina Press.Google Scholar
Mazanec, C. (2017). #thanksfortyping spotlights unnamed women in literary acknowledgements. NPR, 30 March. Available at: www.npr.org/2017/03/30/521931310/-thanksfortyping-spotlights-unnamed-women-in-literary-acknowledgements.Google Scholar
McCann, H. @binarythis (5 May 2021). Given every article… Twitter Page. https://twitter.com/binarythis/status/1389764948918620162?s=20.Google Scholar
McKenzie, L. (2017). A precarious passion: Gendered and age-based insecurity among aspiring academics in Australia. In Thwaites, R. and Pressland, A., eds., Being an Early Career Feminist Academic: Global Perspectives, Experiences and Challenges, London: Palgrave Macmillan, pp. 31–49.Google Scholar
McKenzie, L. (2019). Invisible anger: Intergenerational dependence and resentment among precarious academics. In J. M. Puaschunder, ed., Intergenerational Responsibility in the 21st Century, Wilmington, DE: Vernon Press, pp. 33–54.Google Scholar
McMillan, B. (2016). Think like an imposter, and you’ll go far in academia. THE, 18 April. Available at: www.timeshighereducation.com/blog/think-impostor-and-youll-go-far-academia.Google Scholar
Melby-Lervåg, M. @lervag (4 December 2020). So tired of… Twitter Page. https://twitter.com/lervag/status/1334560808139956224?s=20.Google Scholar
Mewburn, I. and Thomson, P. (2018). Towards an academic self? Blogging during the PhD. In Lupton, D., Mewburn, I. and Thomson, P., eds., The Digital Academic: Critical Perspectives on Digital Technologies in Higher Education, London: Routledge, pp. 20–35.Google Scholar
Michell, D., Wilson, J. and Archer, V., eds., (2015). Bread and Roses: Voices of Australian Academics from the Working Class, Leiden: Brill.Google Scholar
Minnix, C. (2018). Rhetoric and the Global Turn in Higher Education, Cham: Palgrave Macmillan.Google Scholar
Mittermeier, S. @ S_Mittermeier (6 March 2021). I am not asking… Twitter Page. https://twitter.com/S_Mittermeier/status/1367875572802727938?s=20.Google Scholar
Moisander, J. K., Hirsto, H. and Fahy, K. M. (2016). Emotions in institutional work: A discursive perspective. Organization Studies, 37(7), 963–90.Google Scholar
Moreton-Robertson, A. (2004). Whiteness, epistemology and indigenous representation. In Moreton-Robinson, Aileen, ed., Whitening Race: Essays in Social and Cultural Criticism, Canberra: Australian Studies Press, pp. 75–88.Google Scholar
Morrish, L. (2019). Pressure vessels: The epidemic of poor mental health among higher education staff. HEPI Occasional Paper 20. Available at: www.hepi.ac.uk/2019/05/23/pressure-vessels-the-epidemic-of-poor-mental-health-among-higher-education-staff/.Google Scholar
Moss, P., Kern, L. Hawkins, R. and Falconer Al-Hindi, K. (2018). Grasping the affirmative: Power and the process of becoming joyful academic subjects. Emotion, Space and Society, 28, 53–59.Google Scholar
Moss, R. (2019). A memoir in blood; or a history of grace. Rachel E. Moss, 19 June. Available at: https://rachelemoss.com/2019/06/19/a-memoir-in-blood-or-a-history-of-grace/.Google Scholar
Moss, R. (2020). Precarity has a long hangover. THE, 12 February. Available at: www.timeshighereducation.com/opinion/precarity-has-long-hangover.Google Scholar
Myers, D. G. (1993). The rise of creative writing. Journal of the History of Ideas, 54(2), 277–97.Google Scholar
Nakata, M. (2007). Disciplining the Savages, Savaging the Disciplines, Canberra: Aboriginal Studies Press.Google Scholar
Niesche, R. and Haase, M. (2012). Emotions and ethics: A Foucauldian framework for becoming an ethical educator. Educational Philosophy and Theory, 44(3), 276–88.Google Scholar
O’Grady, C. (2021). Academia is often a family business. That’s a barrier for increasing diversity. Science, 1 April. Available at: www.sciencemag.org/careers/2021/04/academia-often-family-business-s-barrier-increasing-diversity.Google Scholar
O’Neill, M. (2014). The slow university: Work, time and well-being. Forum: Qualitative Social Research, 15(3). Available at: www.qualitative-research.net/index.php/fqs/article/view/2226/3696.Google Scholar
O’Shea, T. @DrTomOShea (28 April 2021). Class has shaped… Twitter Page. https://twitter.com/DrTomOShea/status/1387389694191837187?s=20.Google Scholar
Oakley, C. (2010). Dr Amanda Barnard, computational physicist. Australian Academy of Science. Available at: www.science.org.au/learning/general-audience/history/interviews-australian-scientists/dr-amanda-barnard-computational.Google Scholar
OECD. (2012). Transferable Skills Training for Researchers Supporting Career Development and Research: Supporting Career Development and Research, Paris: OECD Publishing.Google Scholar
Orr, Y. and Orr, R. (2016). The death of Socrates: Managerialism, metrics and bureaucratisation in universities. Australian Universities Review, 58(2), 15–25.Google Scholar
Ortolano, M. (2020). Is relocating necessary in academia? Academic Stack Exchange. Available at: https://academia.stackexchange.com/questions/149759/is-relocating-necessary-in-academia.Google Scholar
Osbaldiston, N., Cannizzo, F. and Mauri, C. (2019). ‘I love my work but I hate my job’ – Early career academic perspective on academic times in Australia. Time & Society, 28(2), 743–62.Google Scholar
Patton, S. (2012). Stale PhD’s need not apply. Chronicle of Higher Education, 19 September. Available at: www.chronicle.com/article/stale-ph-d-s-need-not-apply/.Google Scholar
Pelch, M. (2018). Gendered differences in academic emotions and their implications for student success in STEM. International Journal of STEM Education, 5(33). Available at: https://doi.org/10.1186/s40594-018-0130-7.Google Scholar
Pereira, M. D. M. (2017). Power, Knowledge and Feminist Scholarship: An Ethnology of Academia, London: Routledge.Google Scholar
Perera, S. @DrSudaPerera (5 June 2020). My contract… Twitter Page. https://twitter.com/DrSudaPerera/status/1268843641663115264?s=20.Google Scholar
Perraton, H. (2014). A History of Foreign Students in Britain, Basingstoke, UK: Palgrave Macmillan.Google Scholar
Peseta, T., Barrie, S. and McLean, J. (2017). Academic life in the measured university: Pleasures, paradoxes and politics. Higher Education Research & Development, 36(3), 453–7.CrossRefGoogle Scholar
Phan, L. H. and Childs, K. (2017). Student Surveys of Teaching & Learning Quality, Brisbane: University of Queensland.Google Scholar
Pickwell, J. (2018). Scientists reveal their sacrifices for the sake of work. Nature Index, 21 May. Available at: www.natureindex.com/news-blog/scientists-reveal-the-sacrifices-made-for-the-sake-of-work.Google Scholar
Posick, C. (2018). Academia is stressful. Mindfulness tips for academics. Psychreg, 22 December. Available at: www.psychreg.org/mindfulness-academics/.Google Scholar
Potter, T. (2021), Competence is underrated. Small Pond Science, 29 April. Available at: https://smallpondscience.com/2021/04/29/competence-is-underrated/.Google Scholar
Rafaeli, A. and Worline, M. (2001). Individual emotion in work organization. Social Science Information, 40(1), 95–123.Google Scholar
Rawat, S. and Meena, S. (2014). Publish or perish: Where are we heading? Journal of Research in Medical Sciences, 19(2), 87–9.Google Scholar
Reale, E., Bleiklie, I. and Ferlie, E., eds., (2009). University Governance: Western European Comparative Perspectives, Cham: Springer.Google Scholar
Reddy, W. (2001). The Navigation of Feeling: A Framework for the History of Emotions, Cambridge: Cambridge University Press.Google Scholar
Rees, Y. @YvesRee (21 May 2021). I’ve been reflecting… Twitter Page. https://twitter.com/YvesRees/status/1395602845483765768?s=20.Google Scholar
Reiter, J. (2015). The joy of archival research. English Historical Fiction Authors, 4 March. Available at: https://englishhistoryauthors.blogspot.com/2015/03/the-joy-of-archival-research.html.Google Scholar
Riddle, S., Harmes, M. K. and Danaher, P. A., eds., (2017). Producing Pleasure in the Contemporary University, Rotterdam: Sense.Google Scholar
Roberts-Miller, T. (2014). 9-5. Inside Higher Ed, 25 August. Available at: www.insidehighered.com/advice/2014/08/25/essay-working-40-hours-week-academic.Google Scholar
Rogers, N. (2016). Specialised grants allow scientists to restart careers. Spectrum, 14 November. Available at: www.spectrumnews.org/news/specialized-grants-allow-ex-scientists-restart-careers/.Google Scholar
Rosenwein, B. (2006). Emotional Communities in the Early Middle Ages, Ithaca, NY: Cornell University Press.Google Scholar
Rosenwein, B. (2015). Generations of Feeling: A History of Emotions, Cambridge: Cambridge University Press.Google Scholar
Ross, J. (2021). Excessive selection criteria bogging down academic recruitment. THE, 22 January. Available at: www.timeshighereducation.com/news/excessive-selection-criteria-bogging-down-academic-recruitment.Google Scholar
Ruben, A. (2012). Does scientific research needs a purpose? Science, 23 November. Available at: www.sciencemag.org/careers/2012/11/does-scientific-research-need-purpose.Google Scholar
Sadler, K., Selkrig, M. and Manathunga, C. (2017). Teaching is … opening up spaces to explore academic work in fluid and volatile times. Higher Education Research & Development, 36(1), 171–86.Google Scholar
Salas, M. (2018). The emotion of discovery is a profound and incomparable feeling. UABDivulga, 30 April. Available at:www.uab.cat/web/news-detail/the-emotion-of-discovery-is-a-profound-and-incomparable-feeling-1345680342044.html?noticiaid=1345755834542.Google Scholar
Salminen-Karlsson, M., Wolffram, A. and Almgren, N. (2018). Excellence, masculinity and work-life balance in academia: Voices from researchers in Germany and Sweden. International Journal of Gender, Science and Technology, 10(1), 53–71.Google Scholar
Salt, D. (2002). Dr Rohan Baker, molecular geneticist. Australian Academy of Science. Available at:www.science.org.au/learning/general-audience/history/interviews-australian-scientists/dr-rohan-baker-molecular#8.Google Scholar
Saunders, M. (2018). Moving for academic careers is not ‘just like other jobs’. Ecology Is Not a Dirty Word, 19 February. Available at: https://ecologyisnotadirtyword.com/2018/02/19/moving-for-academic-careers-is-not-just-like-other-jobs/.Google Scholar
Scheer, M. (2012). Are emotions a kind of practice (and is that what makes them have a history)? A Bordieuian approach to understanding emotion. History and Theory, 51(2), 193–220.Google Scholar
Schepelern Johansen, B. (2020). Secular excitement and academic practice. In C. Von Scheve, A. L. Berg, M. Haken and N. Y. Ural, eds., Affect and Emotion in Multi-Religious Secular Societies, London: Routledge, pp. 195–210.Google Scholar
Schuster, J. H. and Finkelstein, M. J. (2006). The American Faculty: the Restructuring of Academic Work and Careers, Baltimore. MD: John Hopkins University Press.Google Scholar
Scully, M. @marcdonnchadh (3 June 2021). I’ve seen this flowchart. Twitter Page. https://twitter.com/marcdonnchadh/status/1400433680615620608?s=20.Google Scholar
Shepherd, M. (1996). Re-thinking masculinity: Discourses of gender and power in two workplaces. PhD thesis, University of Sheffield.Google Scholar
Shepherd, S. (2017). Managerialism: An ideal type. Studies in Higher Education, 43(9), 1668–78.Google Scholar
Shepperd, J. @joshshepperd (1 April 2021). This generation… Twitter Page. https://twitter.com/joshshepperd/status/1377292609165488132?s=20.Google Scholar
Shore, C. and Wright, S. (2015). Audit culture revisited: Rankings, ratings and the reassembling of society. Current Anthropology, 56(3), 421–44.CrossRefGoogle Scholar
Showalter, E. (2005). Faculty Towers: The Academic Novel and Its Discontents, Oxford: Oxford University Press.Google Scholar
Shreve, G. (2018). ‘Quit lit’ then and now. Inside Higher Ed, 4 April. Available at: www.insidehighered.com/views/2018/04/04/comparison-quit-lit-1970s-and-today-opinion.Google Scholar
Singh, N. @naunihalpublic (10 March 2021). For my academic friends… Twitter Page. https://twitter.com/naunihalpublic/status/1369313863070519296?s=20.Google Scholar
Sinykin, D. (2016). Intellect, endoscopy. Avidly: with Intense Eagerness, 5 January. Available at: http://avidly.lareviewofbooks.org/2016/01/05/intellect-endoscopy/.Google Scholar
Smith, C. A. (2021). ‘We are not named’: Black women and the politics of citation in Anthropology. Feminist Anthropology, 2(1), 18–37.Google Scholar
Smith, K. and Bandola-Gill, J. (2020). The Impact Agenda: Controversies, Consequences and Challenges, Bristol: Polity Press.Google Scholar
Smith, K. M. @drkyliesmith (30 April 2021). What is the point… Twitter Page. https://twitter.com/drkyliesmith/status/1387819654429777933?s=20.Google Scholar
Snackowski, C. @carometonym (21 May 2021). Academia’s professionalized feelings… Twitter Page. https://twitter.com/carometonym/status/1395521130887327747?s=20.Google Scholar
Sullenwizard. (2021). Do you ever feel like your research is pointless? Reddit Ask Academia. Available at: www.reddit.com/r/AskAcademia/comments/ca3il1/do_you_ever_feel_like_your_research_is_pointless/.Google Scholar
Summerville, A. @RegretLab (24 April 2021). Why am I glad… Twitter Page. https://twitter.com/RegretLab/status/1385622529361039367?s=20.Google Scholar
Taylor, B. (2020). Working in science was a brutal education. That’s why I left. BuzzFeed News, 17 February. Available at: www.buzzfeednews.com/article/brandontaylor/i-dont-miss-being-a-scientist-except-when-i-do.Google Scholar
Taylor, Y. and Lahad, K., eds., (2018). Feeling Academic in the Neoliberal University: Feminist Flights, Fights and Failures, Cham: Palgrave Macmillan.Google Scholar
Teelken, C., Taminiau, Y. and Rosenmöller, C. (2021). Career mobility from associate to full professor in academia: Micro-political practices and implicit gender stereotypes. Studies in Higher Education, 46(4), 836–50. Available at: https://doi.org/10.1080/03075079.2019.1655725.Google Scholar
Thouaille, M.-A. (2018). Is pursuing an academic career a form of ‘cruel optimism’? LSE Blog, 1 March. Available at: https://blogs.lse.ac.uk/impactofsocialsciences/2018/03/01/is-pursuing-an-academic-career-a-form-of-cruel-optimism/.Google Scholar
Tolley, K., ed., (2018). Professors in the Gig Economy: Unionizing Adjunct Faculty in America. Baltimore, MD: John Hopkins University Press.Google Scholar
Torralba, J. M. (2020). 10 rules to survive in the marvellous but sinuous world of academia. Elsevier Connect, 17 April. Available at: www.elsevier.com/connect/10-rules-to-survive-in-the-marvellous-but-sinuous-world-of-academia.Google Scholar
Tuhiwai Smith, L. (2013). Decolonizing Methodologies: Research and Indigenous Peoples, London: Zed Books.Google Scholar
u/smaller_bear. (2020). For us average people in academia: When in your academic career did you realize that you weren’t going to be a star and what prompted it? Reddit. Available at: www.reddit.com/r/AskAcademia/comments/hzi3x1/for_us_average_people_in_academia_when_in_your/.Google Scholar
Vatansever, A. (2020). At the Margins of Academia: Exile, Precariousness and Subjectivity, Leiden: Brill.Google Scholar
Vila, A. C. (2018). Suffering Scholars: Pathologies of the Intellectual in Enlightenment France, Philadelphia, PA: University of Pennsylvania Press.Google Scholar
Wayne, L. and Yao, C. (2016). The trap of overachievement. PhDivas, season 2, episode 3. Available at: https://soundcloud.com/phdivas/trap-of-overachievement.Google Scholar
Williams, P. @DrPaulDWilliams (13 May 2020). I am getting… Twitter Page. https://twitter.com/DrPaulDWilliams/status/1257386074164396033?s=20.Google Scholar
Wilsdon, J. (2015). In defence of the research excellence framework. The Guardian, 28 July. Available at: www.theguardian.com/science/political-science/2015/jul/27/in-defence-of-the-ref.Google Scholar
Wogrammer. (2012). Is 9 to 5 possible for a woman in academia? Life as a Professor, 14 February. Available at: https://medium.com/wogrammer/life-as-a-professor-877542b97841.Google Scholar
Wolfe, M. J. and Mayes, E. (2019). Response-ability: Re-e-valuing shameful measuring processes within the Australian academy. In Breeze, M., Taylor, Y. and Costa, C., eds., Time and Space in the Neoliberal University: Future and Fractures in Higher Education, Cham: Palgrave Macmillan, pp. 277–97.Google Scholar
Ylijoki, O.-H. (2020). Happy in academia: The perspective of the academic elite. In Cannizzo, F. and Osbaldiston, N., eds., The Social Structures of Global Academia, London: Routledge, pp. 107–22.Google Scholar
Zembylas, M. (2007). A politics of passion in education: The Foucauldian legacy. Educational Philosophy and Theory, 39(2), 135–49.Google Scholar
Zembylas, M. and Schutz, P. A., eds., (2016). Methodological Advances in Research on Emotion and Education, Cham: Springer.Google Scholar
- 16
- Cited by