Emotionality

This book focuses on the projections of romantic love and its progression in a selection of popular romance novels and identifies an innovation within the genre’s formula and structure. Taking into account Giddens’s notion of ‘confluent’ love, this book argues that two forms of love exist within these texts: romantic and confluent love. The analysis of these love variants suggests that a continuum emerges which signifies the complexity but also the formation and progressive nature of the protagonists’ love relationships. This continuum is divided into three stages: the pre-personal, semi-personal, and personal. The first phase connotes the introduction of the protagonists and describes the sexual attraction they experience for each other. The second phase refers to the initiation of the sexual interaction between the heroine and hero without any emotional involvement. The third and final phase begins when emotions such as jealousy, shame/guilt, anger, and self-sacrifice are awakened and acknowledged.

This book offers Cultural-Linguistic explorations into the diverse Lebenswelten of a wide range of cultural contexts, such as South Africa, Hungary, India, Nigeria, China, Romania, Iran, and Poland. The linguistic expedition sets out to explore three thematic segments that were, thus far, under-researched from a cultural linguistic perspective – spirituality, emotionality, and society. The analytical tools provided by Cultural Linguistics, such as cultural conceptualizations and cultural metaphors, are not only applied to various corpora and types of texts but also recalibrated and renegotiated. As a result, the studies in this collective volume showcase a rich body of work that contributes to the manifestation of Cultural Linguistics as an indispensable paradigm in modern language studies. Being a testament to the inseparability of language and culture, this book will enlighten academics, professionals and students working in the fields of Cultural Linguistics, sociology, gender studies, religious studies, and cultural studies.

Discussing race and racism often conjures up emotions of guilt, shame, anger, defensiveness, denial, sadness, dissonance, and discomfort. Instead of suppressing those feelings, coined emotionalities of whiteness, they are, nonetheless, important to identify, understand, and deconstruct if one ever hopes to fully commit to racial equity. Feeling White: Whiteness, Emotionality, and Education delves deeper into these white emotionalities and other latent ones by providing theoretical and psychoanalytic analyses to determine where these emotions so stem, how they operate, and how they perpetuate racial inequities in education and society. The author beautifully weaves in creative writing with theoretical work to artistically illustrate how these emotions operate while also engaging the reader in an emotional experience in and of itself, claiming one must feel to understand. This book does not rehash former race concepts; rather, it applies them in novel ways that get at the heart of humanity, thus revealing how feeling white ultimately impacts race relations. Without a proper investigation on these underlying emotions, that can both stifle or enhance one’s commitment to racial justice in education and society, the field of education denies itself a proper emotional preparation so needed to engage in prolonged educative projects of racial and social justice. By digging deep to what impacts humanity most—our hearts—this book dares to expose one’s daily experiences with race, thus individually challenging us all to self-investigate our own racialized emotionalities. “Drawing on her deep wisdom about how race works, Cheryl Matias directly interrogates the emotional arsenal White people use as shields from the pain of confronting racism, peeling back its layers to unearth a core of love that can open us up. In Feeling White: Whiteness, Emotionality, and Education, Matias deftly names and deconstructs distancing emotions, prodding us to stay in the conversation in order to become teachers who can reach children marginalized by racism.” – Christine Sleeter, Ph.D., Professor Emeritus, California State University, Monterey Bay “In Feeling White, Cheryl E. Matias blends astute observations, analyses and insights about the emotions embedded in white identity and their impact on the racialized politics of affect in teacher education. Drawing deftly on her own classroom experiences as well as her mastery of the methodologies and theories of critical whiteness studies, Matias challenges us to develop what Dr. King called ‘the strength to love’ by confronting and conquering the affective structures that promote white innocence and preclude white accountability.” – George Lipsitz, Ph.D., Professor, University of California, Santa Barbara, and author of The Possessive Investment in Whiteness Cheryl E. Matias, Ph.D., is an assistant professor in the School of Education and Human Development at the University of Colorado Denver. She is a motherscholar of three children, including boy-girl twins."