Enacting Emotion: Embodied Affective Stance in a Medical Education Fiction Seminar

Gramner, Anja Rydén; Wiggins, Sally

doi:10.1007/978-3-030-53709-8_9

Cited by 7 publications

(9 citation statements)

References 29 publications

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“…Gramner and Wiggins in the content of school education and culture, clear, logical, and systematic scientific knowledge, theories, and professional expertise and skills are the main contents. In the organizational form of education, classroom teaching, and formal curriculum are the most basic and main organizational forms [ 18 ]. On the basis of emotional identity, AragO systematically expounds the psychological theory of using emotional factors to optimize teaching under the background of the interaction between cognitive and emotional information loops in school educational and cultural teaching activities.…”

Section: Related Workmentioning

confidence: 99%

[Retracted] Cross‐Media Narrative and Emotional Identity Mechanism of School Culture in Media Integration Environment

Jia

2022

Journal of Environmental and Public Health

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Cross-media narrative of school culture is essentially different from emotional identity. We cannot just rely on students’ rote learning to achieve this teaching goal, but we must let students gradually deepen their learning experience in the learning process. As a new narrative form in the context of media convergence, its narrative strategy from the perspective of media convergence culture can promote the industrialization of IP cultural resources, such as content production, marketing and dissemination, and derivatives development. This paper mainly studies the cross-media narrative and emotional identity of school education culture through wavelet transform algorithm. The research shows that the error rate of this paper is the lowest among the three methods, with the highest error rate of 46.8%, followed by the method of literature Sara 2018 with the highest error rate of 64.8%, and finally the method of literature Neate et al. 2017 with the highest error rate of 71.8%. It can be seen that this method is the most suitable for identifying the emotional characteristics of school education culture. Through wavelet transform, teachers can infiltrate the basic knowledge of Chinese into the cultivation of students’ emotions in the teaching process, which is conducive to students’ emotional edification, personality development, and self-motivation.

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Section: Related Workmentioning

confidence: 99%

[Retracted] Cross‐Media Narrative and Emotional Identity Mechanism of School Culture in Media Integration Environment

Jia

2022

Journal of Environmental and Public Health

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“…The use of an intensifier, ‘really’, formulates her confusion as having built up, and is more profound than what she claimed earlier. This confusion is also upgraded in an embodied delineation, and enacted in a sped‐up utterance (Cantarutti, 2022; Gramner & Wiggins, 2020), ‘like i was:: (0.6) just >sitting there utter disbelief as what was happening<’ (L49‐50). Prefaced with the discourse marker ‘like’ (Fox & Robles, 2010), this embodied description is framed to be heard as only an approximate description of her experience at the time.…”

Section: Discussionmentioning

confidence: 99%

“…Note that Adudu's account is delivered with difficulty (‘Tch.. HHH well he‐’, L20), and a possible crying episode is noticeable, indicated by the 2.8‐sec pause (L20) and wobbly and breathy voice (L21; Beach & Dixson, 2001; Hepburn, 2004). This hearable difficulty in describing the ongoing abuse (as opposed to how she reacted), in Gramner and Wiggins' words (2020, p. 234, emphasis in original), ‘ enact an embodied and emotional response in the retelling and, simultaneously, the restraining of that response’.…”

Section: Discussionmentioning

confidence: 99%

“…Treating her account as needing elaboration (as neither interviewer takes a turn, indicated by the half‐a‐second pause in L51), Juliet expands by describing what was witnessable, ‘his mouth was open literally’ (L51‐53) and ‘he just started <shakin:g his head>’ (L53). Through these embodied descriptions (Beach, 2019; Cantarutti, 2022; Gramner & Wiggins, 2020), Juliet's son's shock in realizing what was wrong is enacted and talked into being. The descriptions also map onto the domain of experiences that Juliet, as a witness, can see and hear.…”

Section: Discussionmentioning

confidence: 99%

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Talking about the experiences of racism: A study of reporting racism in broadcast interviews

Xie

2023

British J Social Psychol

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This study examines how experiences of racism are talked about during broadcast interviews. Inspired by discursive-psychological and conversation-analytic investigations on experience in interactions, this study approaches experience as a 'loose term' and as a participant's issue in the unfolding sequence of talks. The analysis documents a range of interactional moments wherein experiences are invoked and negotiated over the course of reporting racism in the interviews. The findings align with the existing discursive-psychological and conversation-analytic research on experiences, and provide further evidence on how speakers jointly orient to and manage the issues of who knows and owns an experience, and has the premier authority to claim an experience, in relation to reporting racism. The analysis unveils the intricacy of inquiring and talking about a victim's experience of racism. People's (use of) common sense understanding of the detrimental nature of racism is met and complicated by an orientation to our unlevelled access to an experience of racism, which is a category-based societal problem.

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“…Trish's report is noticeably embedded in the embodied portrayals of how she feels, both at the scene and as she recounts the experience here and now. After reporting what she has witnessed, Trish explicitly avows her feeling in an embodied description, 'i was ↑just paralysed in fear' (lines 6-7), reproducing the emotional experience that she undergoes there-and-then (Gramner & Wiggins, 2020). This avowal is followed by an account of her reaction: 'it's hard in journalist (.)…”

Section: Case 1: Parenting Websitementioning

confidence: 97%

Racism and misrecognition

Xie

Kirkwood

Laurier

et al. 2021

British J Social Psychol

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Recognition and misrecognition have been theorized as key concepts for social justice. Misrecognition involves being disrespected or labelled in ways which do not accord with a person's self-identify. Racism can be understood as a specific form of misrecognition but little research has explored this form or drawn on notions of misrecognition in the discursive psychological study of racism. Our study addresses this gap by drawing on discursive psychology and conversation analysis to examine reports of racial encounters in public spaces, where misrecognition of the targets' nationality is invoked. We demonstrate that instances of misrecognition are judged as racism through the selection and use of categories and/or category-sensitive predicates that exclude the target of them from (national) category membership to which they claim entitlement. People reporting racialized encounters and those responding to them treat the description and evaluation of such incidents sensitively, orienting to the delicacy of alleging racism. In this article, we enhance theoretical understandings of misrecognition by showing how it is constructed interactionally and demonstrate the value of notions of recognition and misrecognition for the study of racism.I was lost in Cheltenham and I couldn't figure out where I was going, and I clearly looked lost because this woman, probably in her 40s, she stopped and asked me really slowly whether I was OK and put her thumbs up. I told her the place I was looking for. She looked surprised and told me that I spoke really good English. I was like "I am English" and she was like "Oh, I thought you were foreign because of the scarf on your head." She wasn't rude, but she just assumed I wasn't English because of the hijab.-'Katherine' (Amer, 2020, p. 539).I think that's quite hurtful because you know, we're all born and bred in this country; we're as British as the person standing at passport control at Heathrow Airport is, you know? And it's, it's unfair, it's a form of institutional racism or discrimination. -Male, 30s, youth worker (Blackwood, Hopkins, & Reicher, 2013b, p. 247).Recognition relates to a person's sense of who they are, having that identity approved by others, and being treated in terms they recognize. It conveys care and respect. The need, or even demand, for recognition is of great significance in our contemporary transglobal, multicultural world (Honneth, 1996;Taylor, 1992). This is because recognition is related to social justice which, for Honneth (2004, p. 358), is constitutedThis is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

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Enacting Emotion: Embodied Affective Stance in a Medical Education Fiction Seminar

Cited by 7 publications

References 29 publications

[Retracted] Cross‐Media Narrative and Emotional Identity Mechanism of School Culture in Media Integration Environment

[Retracted] Cross‐Media Narrative and Emotional Identity Mechanism of School Culture in Media Integration Environment

Talking about the experiences of racism: A study of reporting racism in broadcast interviews

Racism and misrecognition

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