Analysing the Intersectional Dimensions of Emotional Experiences Among Black
Educators in the Framework of Educational Work.
Analysing the Intersectional Dimensions of Emotional Experiences Among Black
Educators in the Framework of Educational Work.
Thursday, 10 July 2025: 16:00
Location: SJES022 (Faculty of Legal, Economic, and Social Sciences (JES))
Oral Presentation
This paper aims to analyse emotions from sociological, historical, and geographical
perspectives. It seeks to outline the analytical framework adopted for addressing and
advancing reflections in these fields, as well as the points of convergence and
tension between them, and how they shape the work experiences of Black teachers.
The sociology of emotions, dating back to the 1970s, is oriented by an interest in
how emotions are shaped by prevailing social structures and modes of production.
This allows for a connection with the analytical categories of emotional labor
proposed by Hochschild (1983) and the dynamics of differentiation and
hierarchization that underlie the sexual division of labor (Kergoat, 1983), combined
with intersectional dimensions (Crenshaw, 1985). History acknowledges gaps
produced by historiography and identifies a redirection of its analytical lenses toward
emotions, particularly through dialogue among some other social sciences, which
seems to pave a new avenue for analytical production, namely emotionality (Stearns
and Stearns, 1985). In this way, history appears to issue a kind of mea culpa, aiming
to recalibrate its own investigative methods. Geography, in turn, reorganizes the
debate around the experiences between space and emotions and the psychological
effects produced by the interaction among individuals, nature, and social relations. It
emphasizes the paths taken toward understanding the mechanisms of belonging and
non-belonging that operate in the production of territoriality and are deciphered in
emotional experiences, which, non-arbitrarily, align with dimensions of class, race,
and gender (Rodó-Zárate and Jorba, 2022). Thus, the study suggests a potential
understanding of a possible sexual and racial division of emotions that would
unevenly shape the work and spatial experiences of these educators.
perspectives. It seeks to outline the analytical framework adopted for addressing and
advancing reflections in these fields, as well as the points of convergence and
tension between them, and how they shape the work experiences of Black teachers.
The sociology of emotions, dating back to the 1970s, is oriented by an interest in
how emotions are shaped by prevailing social structures and modes of production.
This allows for a connection with the analytical categories of emotional labor
proposed by Hochschild (1983) and the dynamics of differentiation and
hierarchization that underlie the sexual division of labor (Kergoat, 1983), combined
with intersectional dimensions (Crenshaw, 1985). History acknowledges gaps
produced by historiography and identifies a redirection of its analytical lenses toward
emotions, particularly through dialogue among some other social sciences, which
seems to pave a new avenue for analytical production, namely emotionality (Stearns
and Stearns, 1985). In this way, history appears to issue a kind of mea culpa, aiming
to recalibrate its own investigative methods. Geography, in turn, reorganizes the
debate around the experiences between space and emotions and the psychological
effects produced by the interaction among individuals, nature, and social relations. It
emphasizes the paths taken toward understanding the mechanisms of belonging and
non-belonging that operate in the production of territoriality and are deciphered in
emotional experiences, which, non-arbitrarily, align with dimensions of class, race,
and gender (Rodó-Zárate and Jorba, 2022). Thus, the study suggests a potential
understanding of a possible sexual and racial division of emotions that would
unevenly shape the work and spatial experiences of these educators.