Introduction: Interrogating the 'everyday' politics of emotions in international relations

The focus on the everyday in this Special Issue reveals different kinds of emotional practices, their political effects and their political contestation within both micro- and macro-politics in international relations. The articles in this Special Issue address the everyday negotiation of emotions, shifting between the reproduction of hegemonic structures of feelings and emancipation from them. In other words, the everyday politics of emotions allows an exploration of who gets to express emotions, what emotions are perceived as (il)legitimate or (un)desirable, how emotions are circulated and under what circumstances. Consequently, we identify two thematic strands which emerge as central to an interrogation of ‘everyday’ emotions in international relations and which run through each of the contributions: first, an exploration of the relationship between individual and collective emotions and, second, a focus on the role of embodiment within emotions research and its relationship with the dynamics and structures of power

The Emotional Ambivalence of Socially Just Teaching: A Case Study of a Novice Urban Schoolteacher

The authors contend that studying emotional perspectives can facilitate understanding of the complexities of socially just teaching. They explore the intersection between emotions and socially just teaching via a case study of a White novice teacher at one urban school as she struggles to formulate socially just teaching practices. Drawing from feminist and critical theory, the authors propose the term critical emotional praxis to denote critical praxis informed by emotional resistance to unjust pedagogical systems and practices. The authors’ analysis may assist in the development of socially just teachers: First, emotions and their expression play an important, ongoing role in socially just teaching, and second, emotional negotiation related to socially just teaching can provide deeper understanding of possible change, perhaps even in counterresponse to wider social, political contexts of schools