Sociology of Emotions - School of Social and Political Science

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emotions? Class Discussion. On set reading – how important was the invention of the handkerchief in the formalisation of emotional expression? TO WHAT ...
University of Edinburgh School of Social and Political Studies Honours Option

Course code SCIL10072: Sociology of Emotions Semester 1 (Autumn) 2013

Class times: Wednesday 9.10-11.00 Location: Seminar Room 1 Chrystal Macmillan Building

Convener: Dr Mary Holmes Office: 6.30 Chrystal Macmillan Building Email: [email protected] Office Hours: Wednesdays 14.00-16.00 or by appointment

SOCIOLOGY OF EMOTIONS: Week-by-Week Course Outline DEFINING EMOTIONS SOCIOLOGICALLY Week 1 18 September

Week 2 25 September

Week 3 2 October

Introduction to the Course Meeting each other, getting organised

Lecture: How do you feel? Defining emotions

Class Discussion Is there a universal set of basic emotions?

Lecture: Feeling modernity. Marx, Weber and Durkheim on emotions

Class Discussion What does a sociological approach to emotions look like? See readings for week 1 How did the transition to modernity make and 2. people feel? Lecture: How to blow your nose: Civilising emotions?

Class Discussion On set reading – how important was the invention of the handkerchief in the formalisation of emotional expression?

TO WHAT EXTENT ARE EMOTIONS SOCIALLY CONSTRUCTED? Week 4 9 October

Lecture: Why do people cry at weddings? We look at Hochschild’s work on ‘feeling rules’ and related symbolic interactionist approaches to emotions.

Class Discussions on set reading

SHORT ESSAY DUE Monday 14th

October Week 5 16 October Week 6 23 October

Lecture: Are women more emotional? Engendering emotions

Class Discussion on set reading – and debate on whether women are more emotional

Lecture: Feeling tarty: Distaste and the reproduction of class

Class discussion Discuss clips from Educating Rita and from reality TV in conjunction with the set reading

What is the emotional politics of class?

EMOTIONS, SOCIAL CONTROL AND RESISTANCE Week 7 30 October

Lecture: Wretchedness, anger and happiness: Resisting racism

Class Discussion on set reading

Does happiness conceal racism? Week 8 6 November

Lecture: Passionate politics: Social movements, mainstream politics and emotions

Class Discussions on set reading

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DIFFERENT EMOTIONS? SOCIAL CONDITIONS AND FEELINGS Week 9 13 November

Week 10 20 November

Week 11 27 November

Lecture: (Dis)abling emotions: Feeling different

Class Discussions on set reading

Lecture: Global emotions: ‘Melancholic migrants’, disappointed dreams and excitement

Class Discussions on set reading

Course Overview & Review: Come along for last minute help with your final essay, and a fun packed session of quizzes, discussions and fond farewells. LONG ESSAY DUE Monday 9 December

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Teaching This course is taught by Dr Mary Holmes, email [email protected]. Room 6.30 CMB. Course Overview Feelings are things we usually think of as ‘natural’, but sociologists are interested in to what extent emotions are socially constructed and/or socially constituting. We examine why sociologists have largely neglected emotions and what a sociological approach can bring to our understanding of them. This will enable us to explore how the sociology of emotions can challenge some of sociology’s key premises and ways of thinking and to critically analyse debates about the changing role of emotions in social life. The topic examines how modernity has made people feel about each other and their world and how those feelings have in turn shaped that world. Course Governance and Format This is a Sociology course that meets for two one hour sessions per week. A range of teaching methods will be employed, including lectures and mini-lectures, quizzes, small group and whole class discussions, and watching and discussing video clips. Students registered for the course are expected to: • attend the weekly class regularly and punctually • make an active contribution to group discussions and exercises in class • read all the ‘Essential’ readings for each lecture and write bullet-points for discussion on these • complete assessed coursework on time

Communication: Most notices will be posted on the Sociology of Emotion pages on Learn. Please make sure that you regularly check the Announcements section of the course pages. From time to time we will email you, using your University email address. It is your responsibility to check this regularly, even if it is not your usual email address. You can set up an auto-forward facility to ensure all mail sent to your university account is forwarded to your usual email address.

Summary of Intended Learning Outcomes: The course aims to develop students’ understandings of to what extent emotions are socially constructed and/or socially constituting, why sociologists have largely neglected emotions and what a sociological approach can bring to our understanding of them. It aims to support students in developing analytic, research, organisational and communication skills. Upon completion of the course, students should be able to: Critically evaluate sociological debates about emotions. Understand some of the ways in which emotions are expressed and represented in a variety of social and historical contexts. 3. Analyse the difference between a sociological approach to emotions and the approach of other disciplines, including methodological approaches 4. Demonstrate the ability to communicate ideas clearly when writing essays 1. 2.

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Assessment: Assessment for the course is based on a short essay worth 25% and a long essay worth 75%. A list of essay questions and guidance for essay writing are provided at the end of this handbook and are also posted on Learn, together with a link to the School-wide marking descriptors.

ELECTRONIC SUBMISSION OF ESSAYS Honours students will submit online using our submission system – ELMA. You will not be required to submit a paper copy. Marked course work, grades and feedback will be returned online – you will not receive a paper of your marked course work or feedback. For information, help and advice on submitting coursework and accessing feedback, please see the ELMA wiki at https://www.wiki.ed.ac.uk/display/SPSITWiki/ELMA Late Submission of Essays The School of Social & Political Science does not operate a system of ‘extensions’. If you are submitting an essay late you should also complete a Late Penalty Waiver (LPW) form explaining any mitigating circumstances. In the absence of a LPW, or where a LPW is submitted without a genuine case for mitigation late penalties will be applied. Note that if you do have good reason for being late with an essay, and you provide adequate evidence explaining this, you will not be penalised! Please see the Sociology Honours handbook for full details of our procedures. You will not be required to submit paper copies of your essay, and feedback will be provided direct to you through the ELMA system. We hope that this will make things easier for students, administrative staff and teaching staff, reduce printing costs, and help the University to be more environmentally responsible. Full informaon SHORT ESSAY:how to submit your Sociology essays can be found here: https://www.wiki.ed.ac.uk/display/SPSITWiki/Submitting+Work+Using+PebblePad Your short essay is due no later than noon on Monday 14 October. You must submit your essay through ELMA. Penalties apply for late submission. LATE SUBMISSION OF ESSAYS The School of Social & Political Science does not operate a system of ‘extensions’. If you are • Do not put your name or matriculation number on the front of the essay, only your Exam submitting an essay late you should also complete a Late Penalty Waiver (LPW) form explaining any Number. mitigating circumstances. In the absence of a LPW, or where a LPW is submitted without a genuine case for mitigation late penalties will be applied. Note that if you do have good reason for being late • an Please precise word count. with essay,also andstate youaprovide adequate evidence explaining this, you will not be penalised! Please see• theYour Sociology Honours handbook for details ofwords, our procedures. short essay should be betweenfull 1400-1600 excluding bibliography. Essays above 1,600 words will be penalized using the Ordinary level criterion of 1 mark for every 20 words over length: anything between 1,601 and 1,620 words will lose one point, between 1,621 and 1,640 two points, and so on. Note that the lower 1400 figure is a guideline for students which you will not be penalized for going below. However, you should note that shorter essays are unlikely to achieve the required depth and that this will be reflected in your mark. Please note that essays submitted on time will be returned to you through ELMA within three working weeks.

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LONG ESSAY: Long essays must be submitted through ELMA no later than noon on Monday 9 December. • •

• • •

Essays should be no longer than 4500 words maximum and no shorter than 3500 words, excluding bibliography. A good essay is likely to be close to the upper limit. The penalty for excessive word length in coursework is one mark deducted for each additional 20 words over the limit. The limit is 4500 words, so anything between 4501 and 4520 words will lose one point, and so on. Do not put your name or matriculation number on the front of the essay, only your Exam Number. Please also state a precise word count. Submission procedures are the same as the short essay – you must submit an electronic copy via ELMA

Please contact Mary Holmes well before the deadline if you would like to write an essay plan and meet to get verbal feedback. Marked essays will be returned to you through ELMA within three working weeks.

Students with learning difficulties: Advice, guidance and support materials are available to students with learning difficulties (such as dyslexia). Well in advance of coursework deadlines, you should contact the University Disability Office for further information. See the Disability Office website: http://www.disabilityoffice.ed.ac.uk/

Plagiarism: You must ensure that you understand what the University regards as plagiarism and why the University takes it seriously. All cases of suspected plagiarism, or other forms of academic misconduct, will be reported to the School Academic Misconduct Officer. You’ll find further information in the Sociology Honours handbook, and at the following site: http://www.sps.ed.ac.uk/undergrad/honours/what_is_plagiarism

CLASS PARTICIPATION Class participation takes a number of forms, including general discussions, group debates, group exercises and informal presentations. No passengers please! You are expected to be ready to listen, ask questions and comment constructively and respectfully on the contributions of others. Lively debate is welcome; sexist, racist, homophobic and intemperate language is not. You will find our protocol on Learn and in Honours handbooks.

Class Discussions: Most weeks, everyone will be involved in general class discussions. Please make sure you have read the key reading or readings based on which discussions will take place.

Class Debate: In Week 5, there will be a debate arguing for or arguing against the statement that women are more emotional. Guidance for this will be put up on Learn.

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Video Viewing & Discussion: In Week 6, some short videos will be screened. Please watch these and write around 4 to 6 points about them (depending on length) as you do so, to talk about in the discussion following.

CLASS PREPARATION ALL THE PREPARATION FOR CLASSES THAT YOU WILL NEED TO DO IS OUTLINED ON A WEEK-BY-WEEK BASIS IN THE ‘TO DO’ BOXES WHICH APPEAR IN THE WEEKLY GUIDE BELOW. PLEASE MAKE SURE YOU READ AHEAD TO PLAN YOUR PREPARATION IN GOOD TIME. READING AND RESOURCES

BACKGROUND READING: Suggested background reading [all in the Library]: Barbalet, J. (ed) (2002) Emotions and Sociology. Oxford: Blackwell. Barbalet, J. (2001) Emotion, Social Theory, and Social Structure: A Macrosociological Approach. Cambridge: Cambridge University Press. Bendelow, G. and Williams, S. J. (eds) (1998) Emotions in Social Life: Critical Themes and Contemporary Issues. London: Routledge. Elias, N (2000) The Civilizing Process: Sociogenetic and Psychogenetic Investigations. Oxford: Blackwell. Hochschild, A.R. (1983) The Managed Heart: Commercialization of human feeling. Berkeley: University of California Press. Kemper, T.D. (1990) Research agendas in the sociology of emotions, New York: State University of New York Press Lupton, D. (1998) The Emotional Self: A sociocultural exploration. London: Sage Turner, J.H. and Stets, J.E. (2005) The Sociology of Emotions. Cambridge: Cambridge University Press Turner, J.H. and Stets, J.E. (eds) (2006) Handbook of the Sociology of Emotions. New York: Springer. RESOURCES: This reading list is by no means exhaustive. Many of the recommended texts have extensive bibliographies. In addition, the library subscribes to various relevant journals including Sociology, Sociological Review and British Journal of Sociology, in which you can search for articles on emotions. Students are also encouraged to seek additional sources independently. Learn: Key texts are posted on Learn on the SoE site. The course reading list and other material will also be found there. Each week, lecture slides and group presentation slides will be added to the site. Slides will go onto the SoE Learn pages by mid-day on the Tuesday before the Wednesday lecture. A NOTE ABOUT STUDYING: Sociology of Emotions is a demanding course which covers a lot of ground and encourages you to explore sometimes difficult ideas and issues. Help each other out by discussing ideas and swapping resources in and out of class. You might find it useful to consult the Centre for Teaching, Learning and Assessment (TLA), accessible at http://www.tla.ed.ac.uk/, if you feel you need to improve your study and assessment skills. SUGGESTED PURCHASE: No single text covers the course. You may, however, consider one of the following, which have some key readings in them: SCIL10072Sociology of Emotions 2013-14, page 7

Barbalet, J. (ed) (2002) Emotions and Sociology. Oxford: Blackwell. £19.99 at Blackwells. Bendelow, G. and Williams, S. J. (eds) (1998) Emotions in Social Life: Critical Themes and Contemporary Issues. London: Routledge. £29.99 as an ebook, £34.99 for a paper copy. In addition, the independent bookshop Wordpower, West Nicholson Street (opposite the Pear Tree), stocks a good range of relevant books and can order titles for you. http://www.wordpower.co.uk/ You can also try abebooks.co.uk for second-hand copies of all books – they’re really good!

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WEEK 1: HOW DO YOU FEEL? DEFINING EMOTIONS The introductory part of the Week 1 class will overview the structure and organisation of the course. In the next parts of the Week 1 class, there will be a lecture outlining key sociological approaches to emotions. Then there will be a class discussion, where we will start by looking at some famous photographs of emotional expression as a way into thinking about how to define emotions and whether there are some basic and universal emotions, and what it means to think sociologically about emotions.

Essential reading: Kemper, T. D. (1981) ‘Social Constructionist and Positivist Approaches to the Sociology of Emotions’ American Journal of Sociology 87(2): 336-362. Hochschild, A. (1983) ‘Comment on Kemper's “Social Constructionist and Positivist Approaches to the Sociology of Emotions”’ American Journal of Sociology 89(2): 432-434. Further reading: Barbalet, J. (2001) ‘Emotion in social life and social theory’ in Emotion, Social Theory, and Social Structure : A Macrosociological Approach. Cambridge: Cambridge University Press. Burkitt, I. (1997) ‘Social Relationships and Emotions’, Sociology 31(1): 37-55. Burkitt, I. (2012) ‘Emotional Reflexivity: Feeling, Emotion and Imagination in Reflexive Dialogues’ Sociology 46(3): 458-72. Hochschild, A (1998) ‘The sociology of emotion as a way of seeing’ in Bendelow, G. and Williams, S. (eds) Emotions in Social Life: Critical themes and contemporary issues. London: Routledge. Thoits, P.A. (1989) ‘The Sociology of Emotions’ Annual Review of Sociology 15: 317-342. Turner, J.H. and Stets. J.E. (2005) ‘Conceptualizing Emotions Sociologically’ in The Sociology of Emotions. Cambridge: Cambridge University Press

TO DO - BETWEEN WEEK 1 & WEEK 2: IF YOUR FAMILY NAME STARTS WITH A TO K, READ Kemper, T. D. (1981) ‘Social Constructionist and Positivist Approaches to the Sociology of Emotions’ American Journal of Sociology 87(2): 336-362. AND Marx, K (1844/1959) ‘Estranged Labour’ Economic and Philosophical Manuscripts of 1844 http://www.marxists.org/archive/marx/works/1844/manuscripts/preface.htm

IF YOUR FAMILY NAME STARTS WITH L TO Z, READ Hochschild, A. (1983) ‘Comment on Kemper's "Social Constructionist and Positivist Approaches to the Sociology of Emotions"’ American Journal of Sociology 89(2): 432-434.

AND Durkheim, E (1897/2002) ‘The social element of suicide’ pp 261- 290 in Suicide: A Study in Sociology. London: Routledge. Other editions also fine, but this one is available as an ebook via the library

EVERYBODY MAKE A LIST OF THE KEY POINTS IN THE READINGS YOU DID AND BE PREPARED TO EXPLAIN WHAT IT SAYS TO THE REST OF THE CLASS. SCIL10072Sociology of Emotions 2013-14, page 9

WEEK 2: FEELING MODERNITY. MARX, WEBER AND DURKHEIM ON EMOTIONS

The industrial and political revolutions that established modern society brought about huge upheavals in people’s ways of life. Early sociologists tried to understand the rapid changes and we look at what they thought those social changes would mean for people’s feelings towards each other and the world and for how people interacted in these new social conditions. Essential Reading: Durkheim, E (1897/2002) ‘The social element of suicide’ pp 261- 290 in Suicide: A Study in Sociology. London: Routledge. Other editions also fine, but this one is available as an ebook via the library. Marx, K (1844/1959) ‘Estranged Labour’ Economic and Philosophical Manuscripts of 1844 http://www.marxists.org/archive/marx/works/1844/manuscripts/preface.htm Further reading: Engels, F (1845/1969) ‘Results’ The Condition of the Working Class in England. London: Panther. http://www.marxists.org/archive/marx/works/1845/condition-working-class/ Martineau, H (1837) ‘Apathy in Citizenship’ in Society in America London: Saunders and Otley. Available as a free ebook via google. Simmel, G (1908/1950) ‘The Metropolis and Mental Life’ adapted by D. Weinstein from Kurt Wolff (Trans.) The Sociology of Georg Simmel. New York: Free Press, 1950, pp.409-424. See also http://www.blackwellpublishing.com/content/BPL_Images/Content_store/Sample_chapter/0 631225137/Bridge.pdf Weber, M (1915/1967) ‘Religious Rejections of the World and Their Directions: The Erotic Sphere’ pp 343-50 in H. H. Gerth and C. W. Mills (eds) From Max Weber: Essays in Sociology. London: Routledge and Kegan Paul. On short loan.

BETWEEN WEEK 2 & WEEK 3: READ:

Elias, N (2000/1939) ‘On Blowing One’s Nose’ pp121-9 in The Civilizing Process: Sociogenetic and Psychogenetic Investigations. Oxford: Blackwell. ON ERESERVE. THINK ABOUT THE EXAMPLES ELIAS’S GIVES OF THE CHANGES IN SOCIAL NORMS ABOUT BLOWING YOUR NOSE AND MAKE SOME NOTES ABOUT WHAT SORT OF EMOTIONS ARE INVOLVED.

WEEK 3:

HOW TO BLOW YOUR NOSE: CIVILISING EMOTIONS?

Morals and manners are not fixed and unchanging. How and why have the social norms about dealing with our emotions changed? How do such ideas differ in different societies and what does this tell us about emotions as socially constructed? SCIL10072Sociology of Emotions 2013-14, page 10

Essential reading: Elias, N (2000/1939) ‘On Blowing One’s Nose’ pp121-9 in The Civilizing Process: Sociogenetic and Psychogenetic Investigations. Oxford: Blackwell. Further reading: Elias, N (1978-82) ‘The social constraint towards self-constraint’ in The Civilizing Process: Sociogenetic and Psychogenetic Investigations. Oxford: Blackwell. Elias, N. (1987)’ On Human Beings and their Emotions: A Process-Sociological Essay’ Theory, Culture & Society 4(2): 339-361. Also in Featherstone, M, Hepworth, M and Turner, B (eds) (1991) The Body: Social Process and Cultural Theory. London: Sage. Foucault, M (1976) ‘The repressive hypothesis’ in The History of Sexuality Volume 1: An Introduction. Any edition is fine. Mennell, S (1991) ‘On the Civilizing of Appetite’ in Featherstone, M, Hepworth, M and Turner, B (eds) The Body: Social Process and Cultural Theory. London: Sage. OR (1987) in Theory, Culture & Society 4(2): 373-403. Williams, S. and Bendelow, G. (1998) ‘The emotionally ‘expressive’ body’ in The Lived Body: Sociological Themes, Embodied Issues. London: Routledge. pp136-144. Wouters, C. (1992) ‘On status competition and emotion management: The study of emotions as a new field’ Theory, culture & society 9(1): 229-152.

TO DO NOW ----THINK ABOUT WHICH QUESTION YOU WILL ANSWER FOR YOUR SHORT ESSAY AND START WORKING ON IT!

BETWEEN WEEK 3 AND WEEK 4 --IF YOUR FAMILY NAME STARTS WITH A TO K, READ Hochschild, A.R. (1979) ‘Emotion Work, Feeling Rules, and Social Structure’ American Journal of Sociology 85(3): 551-575. Note the key points of Hochschild’s argument and be prepared to explain it.

IF YOUR FAMILY NAME STARTS WITH L TO Z, READ Wouters, C. (1989) ‘The Sociology of Emotions and Flight Attendants: Hochschild's Managed Heart’ Theory, Culture & Society 6(1): 95-123. Note the key criticisms that Wouters makes of Hochschild and be prepared to explain them.

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WEEK 4: WHY DO PEOPLE CRY AT WEDDINGS? This week we extend some of the ideas from last week about the changing social norms around emotions and think about whether there are ‘feeling rules’ and what they might be. To what extent do such rules determine emotionality (ways of being emotional)? Can this help us understand who cries at weddings and why that might be useful to know? Essential reading: Hochschild, A.R. (1979) ‘Emotion Work, Feeling Rules, and Social Structure’ American Journal of Sociology 85(3): 551-575. Wouters, C. (1989) ‘The Sociology of Emotions and Flight Attendants: Hochschild's Managed Heart’ Theory, Culture & Society 6(1): 95-123.

Further reading: Fields et al. (2006) ‘Symbolic Interactionism, Inequality and Emotions’ Turner, J.H. and Stets, J.E. (eds) (2006) Handbook of the Sociology of Emotions. New York: Springer. Goffman, E (1963) Behavior in public places: notes on the social organization of gatherings. New York: Free Press of Glencoe. Hochschild, A. R. (1983) ‘Feeling rules’ in The Managed Heart: Commercialization of human feeling. Berkeley: University of California Press. Hochschild, A.R. (1998) ‘The sociology of emotion as a way of seeing’ in Bendelow, G. and Williams, S. J. (eds) (1998) Emotions in Social Life: Critical Themes and Contemporary Issues. London: Routledge. Kemper, T.D. (ed) (1990) Research Agendas in the Sociology of Emotions. Albany, NY: SUNY Press. Especially chapters by Denzin and Kemper. Turner, J.H. and Stets. J.E. (2005) ‘Conceptualizing Emotions Sociologically’ in The Sociology of Emotions. Cambridge: Cambridge University Press.

TO DO - BETWEEN WEEK 4 & WEEK 5: EVERYONE: READ: Shields et al(2006) ‘Gender and Emotion’ in Turner, J.H. and Stets, J.E. (eds) (2006) Handbook of the Sociology of Emotions. New York: Springer. Ebook. AND Another reading from the list of further reading on gender and emotion.

PREPARE TO DEBATE WHETHER WOMEN ARE MORE EMOTIONAL THAN MEN. MAKE TWO LISTS OF AROUND 4 - 5 KEY POINTS, ONE SUPPORTING THE ARGUMENT THAT WOMEN ARE MORE EMOTIONAL, THE OTHER SUPPORTING THE ARGUMENT THAT WOMEN ARE NOT MORE EMOTIONAL THAN MEN.

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WEEK 5: ARE WOMEN MORE EMOTIONAL? ENGENDERING EMOTIONS Common sense thinking still implies that women are more emotional than men. What is the evidence for such claims? We will debate this in class. Essential reading: Shields, S.A., Garner, D.N., Di Leone, B., and Hadley, A.M. (2006) ‘Gender and Emotion’ in Turner, J.H. and Stets, J.E. (eds) (2006) Handbook of the Sociology of Emotions. New York: Springer. Ebook. Further reading: Duncombe, J. and Marsden, D. (1993) ‘Love and Intimacy: The Gender Division of Emotion and Emotion Work, A Neglected Aspect of Sociological Discussion of Heterosexual Relationships’ Sociology 27 (2): 221-241. Duncombe, J. and Marsden, D. (1995) ‘‘Workaholics’ and ‘Whingeing Women’: Theorising Intimacy and Emotion Work – the Last Frontier of Gender Inequality?’ Sociological Review 43(1): 150-69. Jaggar, A. M. (1989). ‘Love and Knowledge: Emotion in Feminist Epistemology’ Inquiry 32(2): 151176. Lupton, D (1998) ‘The ‘Emotional Woman’ and the ‘Unemotional Man’ in The Emotional Self. London: Sage. Simon, R.W. and Nath, L.E. (2004) ‘Gender and Emotion in the United States: Do Men and Women Differ in Self‐Reports of Feelings and Expressive Behavior?’ American Journal of Sociology 109(5): 1137-1176.

TO DO - BETWEEN WEEK 5 & WEEK 6: READ Skeggs, B. (2009) ‘The moral economy of person production: the class relations of selfperformance on ‘reality’ television’ Sociological Review 57(4): 626-644. AND

WATCH SOME REALITY TV. YES REALLY – SHOW THIS HANDBOOK TO ANYONE WHO DOESN’T BELIEVE IT IS HOMEWORK! ALSO WATCH THE FILM EDUCATING RITA, IF YOU CAN, BUT WE WILL WATCH BITS IN CLASS.

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WEEK 6: FEELING TARTY: DISTASTE AND THE REPRODUCTION OF CLASS We have already seen how Marx and Engels felt that the economic system impacted on people’s emotional lives, and we look further here at what Bev Skeggs calls ‘the emotional politics of class’. Our likes and dislikes say a lot about us and are not just matters of individual personality. What is good taste and who decides? How do people use taste to distinguish themselves from others and sdoes this reproduce social inequalities? Essential reading: Skeggs, B. (2009) ‘The moral economy of person production: the class relations of self-performance on ‘reality’ television’ Sociological Review 57(4): 626-644. Further reading: Barbalet, J. (2001) ‘Class and resentment’ in Emotion, Social Theory, and Social Structure: A Macrosociological Approach. Cambridge: Cambridge University Press. Bourdieu, P. (1984) Distinction : a social critique of the judgement of taste, London : Routledge & Kegan Paul. Storr, M (2002) ‘Classy Lingerie’ Feminist Review 71(1): 18-36. Reay, D. (2005) ‘Gendering Bourdieu's concepts of capitals? Emotional capital, women and social class’ Sociological Review 52, Issue supplement s2: 57-75 . Skeggs, B (1997)Formations of class and gender: becoming respectable. London: Sage. Thoits, P.A. (1989) ‘The Sociology of Emotions’ Annual Review of Sociology 15: 317-342.

TO DO - BETWEEN WEEK 6 & WEEK 7: READ Lorde, A. (1981) ‘The uses of anger’ Women’s Studies Quarterly 25(1/2): 278-85.

WEEK 7: WRETCHEDNESS, ANGER AND HAPPINESS: RESISTING RACISM The social construction of hierarchies of ‘race’ has caused untold misery, anger and humiliation. What can happiness possibly have to do with racism? We tease out some of the emotional aspects of racism and resistance against racism and examine how this might make us rethink distinctions between ‘positive’ and ‘negative’ emotions and how it might also provide a basis for rethinking ethnic differences. Essential reading: SCIL10072Sociology of Emotions 2013-14, page 14

Lorde, A. (1981) ‘The uses of anger’ Women’s Studies Quarterly 25(1/2): 278-85. Further reading: Ahmed, S. (2004) The Cultural Politics of Emotion. New York: Routledge. Ahmed, S. (2004) ‘Collective Feelings: Or, the Impressions Left by Others’ Theory, Culture & Society, 21(2): 25-42. Ahmed, S. The Promise of Happiness Durham, NC: Duke University Press. Brown, W. (1995) States of Injury: Power and Freedom in Late Modernity. Princeton, N.J. : Princeton University Press. Fanon, F. (1965) The Wretched of the Earth. London: Penguin. Any edition.

TO DO - BETWEEN WEEK 7 & WEEK 8: READ Wettergren, Å. (2009) ‘Fun and laughter: culture jamming and the emotional regime of late capitalism’ Social Movement Studies 8(1): 1-15.

ALSO TO DO NOW ----THINK ABOUT WHICH QUESTION YOU WOULD LIKE TO WRITE YOUR LONG ESSAY ON AND ---IF IT’S ON A TOPIC BEING COVERED IN WEEKS 8, 9 OR 10, PLEASE MAKE SURE THAT YOU TALK TO ME IN ADVANCE.

WEEK 8:

PASSIONATE POLITICS: SOCIAL MOVEMENTS, MAINSTREAM

POLITICS AND EMOTIONS

Essential reading: Wettergren, Å. (2009) ‘Fun and laughter: culture jamming and the emotional regime of late capitalism’ Social Movement Studies 8(1): 1-15. Further reading: Flam, H. (2004) ‘Anger in Repressive Regimes: A Footnote to Domination and the Arts of Resistance by James Scott’ European Journal of Social Theory 7(2): 171-188. Goodwin, J., Jasper, J. and Polletta, F. (eds) (2001)Passionate Politics: Emotions and Social MovementsChicago: University of Chicago Press. Groves, J M (1995) ‘Learning to feel: the neglected sociology of social movements’ Sociological Review 43(3): 435-61. Hay, C. (2007) Why We Hate Politics. Cambridge: Polity Press. Jasper, J. (1998) ‘The emotions of protest: Affective and reactive emotions in and around social movements Sociological Forum 13(3)

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TO DO BETWEEN WEEKS 8 AND 9 READ Reeve, D. (2002) ‘Negotiating psycho-emotional dimensions of disability and their influence on identity constructions’ Disability & Society17(5):493-508.

WEEK 9: (DIS)ABLING EMOTIONS: FEELING DIFFERENT What can examining the emotional experiences of people with disabilities tell us about emotions as social phenomena? Disability is usually assumed to cause emotional distress but is that always the case? What kinds of emotions are associated with not conforming to social ideals and expectations around bodies? How might positive identity constructions rely on different kinds of emotionality for people with disabilities and might social structures actually be more emotionally limiting for the non-disabled? Essential reading: Reeve, D. (2002) ‘Negotiating psycho-emotional dimensions of disability and their influence on identity constructions’ Disability & Society17(5):493-508. Further reading: Bendelow, G. (1993) ‘Pain perceptions, emotions and gender’ Sociology of Health & Illness 15(3): 273– 294, Goffman, E (1968) ‘Stigma and social identity’ in Stigma: Notes on the Management of Spoiled Identity. Harmondsworth: Penguin. Sunderland, N., Catalano, T. and Kendall, E. (2009) ‘Missing dicourses: concepts of joy and happinesss in disability’ Disability & Society 24(6): 703-14. Williams, S.J. (1999) ‘Is anybody there? Critical realism, chronic illness and the disability debate’ Sociology of Health & Illness, 21(6): 797–819.

TO DO – BETWEEN WEEK 9 AND WEEK 10 READ: Svašeka, M. and Skrbiš, Z. (2007) ‘Passions and powers: emotions and globalisation’ Identities 14(4): 367-83.

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WEEK 10: GLOBAL EMOTIONS: ‘MELANCHOLIC MIGRANTS’, DISAPPOINTED DREAMS & EXCITEMENT

Many writers, including Zygmunt Bauman, have argued that processes of globalisation have made human bonds fragile, induced anxiety and threaten to make us all refugees who are emotionally as well as geographically disconnected from ourselves, each other and a sense of belonging in the world. Is this all there is to the emotional experiences of living in globalised social conditions? What about the joys of travel and of cultural diversity and the excitement of setting off in search of a new life in a new country. These may not be equally enjoyed by all, but pleasure may be found where we least expect it. Essential reading: Svašeka, M. and Skrbiš, Z. (2007) ‘Passions and powers: emotions and globalisation’ Identities 14(4): 367-83. Further reading: Ahmed, S. (2010) ‘Melancholic migrants’ in The Promise of Happiness. Durham, NC: Duke University Press. Bauman, Z. (2003) Liquid Love: On the frailty of human bonds. Cambridge : Polity Press. Cohen, S. and Taylor, L. (1992) Escape attempts : the theory and practice of resistance to everyday life. London: Routledge. Hochschild, A. R. (2003). ‘Love and Gold’ in The commercialization of intimate life: Notes from home and work. Berkely, CA.: University of California Press. Hochschild, A.R. and Ehrenreich, B. (Eds) (2003)Global Woman: Nannies, Maids, and Sex Workers in the New Economy. London: Granta. O’Reilly, K. (2007) ‘Intra-European Migration and the Mobility—Enclosure Dialectic’ Sociology 41(2): 277-293.

WEEK 11: COURSE OVERVIEW & REVIEW Come along for last minute help with your final essay, and a fun packed session of quizzes, discussions and fond farewells. Course evaluation forms will be distributed towards the end of the class; these are to be completed and returned anonymously, as per the instructions given on the form.

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Sociology of Emotions Honours Essay Questions 2013-2014 Short Essay, due Monday 14th October Choose TWO of the following thinkers: Max Weber Norbert Elias Emile Durkheim Arlie Hochschild Imagine that with the help of time travel they meet at ONE of the following occasions. What would they say to each other about the emotions they witnessed? Write about what each thinker would argue and how they would agree or disagree with each other. A funeral in St Giles church A night out at the pub in central Edinburgh A wedding in Morningside Dinner in university student halls Further guidance for each of these questions is available on LEARN.

Long Essay, due Monday 9 December Answer ONE of the following questions: 1. Are emotions universal or do they vary in different cultures and times? 2. What does a sociological approach contribute to the study of emotions? 3. To what extent has there been an emotional ‘cooling’ within society? 4. What are the strengths and limitations of the concept of ‘feeling rules’ for understanding emotions? 5. The ways in which men can be emotional are strictly limited by social norms. Discuss. 6. In what ways does the reproduction of class inequalities involve emotions? 7. Does the pursuit of happiness undermine or enhance efforts to achieve social justice? 8. What is the most important emotion driving political action? 9. Under what kinds of social conditions is disability likely to entail emotional as well as physical pain? 10. Globalisation is a big disappointment. Discuss.

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PLANNING AND WRITING YOUR ESSAYS Here are some useful points to bear in mind: 1. Start in good time! Don’t rush it! 2. First make sure that you understand the question and have defined any key terms. Draft some provisional headings relating to key points/aspects of the question. There is no single formula for an essay plan, but investing time at the planning stage is always worthwhile, however pressed you feel. Writing the question at the head of your plan may help to clarify your thinking and ensure that you answer the question which has been set. 3. Next, identify and review relevant readings. Remember, at Honours level, the reading list is just the beginning point, and for assessment purposes you need to go beyond this list and do further reading. Make notes and organise the readings in accordance with your plan headings, taking the opportunity to revise the provisional headings in the light of your review of the course materials and other relevant readings. You can go beyond the reading list by following up references in the bibliographies of articles and books you have found particularly useful. You can skim through back copies of relevant journals (see reading list for examples) or search the Library catalogue and E-JOURNALs. Social science gateways are often useful ways to access relevant material: see, for example, http://www.jisc.ac.uk/subject/socsci By now, you should be formulating an argued response to the question, and organising the relevant material in a way that will support your argument. 4. Once you are clear about the material, and how it will support your argument, you should organise it into paragraphs. You should try to ensure that the main point conveyed by each paragraph is supported by at least one good example selected from your notes on the relevant material. At this stage, you would do well to consider the maximum word length, and allocate the appropriate number of words to each essay section. 5. When you are ready to write, you need to come up with a good introductory paragraph. This should identify the main issue to be addressed, and indicate your chosen approach to it, but try to go beyond a bald re-statement of the question. If you feel stuck, you may find it helpful to write a provisional introduction, then come back and revise it in the light of the completed essay. 6. Be sure to use a recognised system of referencing and citation and be careful to cite all sources clearly. Distinguish between academic sources and other less authoritative sources such as articles, blogs, campaign web-sites etc. DO NOT USE WIKIPEDIA – IT IS

NOT FACT CHECKED AND GENERALLY DOES NOT CONSTITUTE A CREDIBLE SOURCE OF INFORMATION. 7. Throughout the writing stage, be prepared to prune if it becomes clear that you are writing more for a given section than your plan has allowed for. Always keep the needs of the question uppermost in your mind and ask yourself what work each section is doing in helping you to answer the question. Think of your essay as an argument, progressing by stages, clearly linked, and supported by well-chosen evidence. Ask yourself: What work is each section doing? Have I linked each section? Have I provided enough signposts? 8. Your essay needs to have a well-argued conclusion. Avoid introducing new ideas or arguments right at the end of the essay, or taking off a new direction. Your final paragraphs should draw together the main threads of the argument that you have been developing throughout the essay. 9. Always read through your draft essay carefully and redraft as necessary. By re-reading or re-drafting, you can at least eliminate the spelling mistakes and awkward phrases that will create an unfavourable impression, and do less than justice to all the work that may have gone into the essay. Reading your essay aloud will help you to identify any troublesome SCIL10072Sociology of Emotions 2013-14, page 19

sentence structures. Longer sentences will probably be easier to read if broken down into shorter ones. Ideally, if you are sufficiently organised, leave your essay to one side for a day or two before returning to it for final revisions. You will almost certainly find that things that seemed clear to you at the time of writing are now no longer so clear, and need to be re-worded. You may also find that your brain has been unconsciously working away at the issues raised, and that you now see a better way of arguing your case, or of organising the material. ESSAY MARKING A copy of the School-wide marking descriptors can be found at http://www.sps.ed.ac.uk/undergrad/honours/assessment_and_regs/marking_descriptors The External Examiners for this course for session 2013-2014 are as follows: Dr Esther Dermott, University of Bristol Dr Michael Halewood, University of Essex

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