Saying it with feeling: analysing speakable emotions

Christine Coupland, Andrew D. Brown, Kevin Daniels, Michael Humphreys

Research output: Contribution to journalArticle

43 Citations (Scopus)

Abstract

In this article we examine accounts of emotional experiences in one organization. Drawing upon data from interviews across a range of employees, we analyse aspects of emotion, identity and power. Adopting a constructionist perspective we use a method of discourse analysis to analyse how participants constructed emotions according to tacitly understood rules regarding appropriate emotional displays. These rules were made visible through an examination of the participants' positioning strategies as they described emotional experiences. Our findings suggest that, rather than an institutionally held level of appropriate articulations of emotionality, there was a role-related, socially located rule system linked to separate categories of teachers, managers and administrative employees. The contribution of the article is threefold. First, we use in-depth case data from 44 semi-structured interviews to analyse how teachers and managers/administrators in a UK-based further education (FE) college constructed emotions according to certain rules (informal norms) regarding appropriate kinds of emotional displays. Teachers acknowledged and upgraded labelled emotions, while managers and administrators denied and downgraded accounts of emotional experiences. Second, we discuss the implications of talk about emotion for the (re)production of teachers' and managers/administrators' work identities. Third, we consider how people's talk about emotions was bound-up in relations of power.
LanguageEnglish
Pages327-353
Number of pages27
JournalHuman Relations
Volume61
Issue number3
DOIs
StatusPublished - Mar 2008

Fingerprint

Managers
emotion
manager
Display devices
Personnel
teacher
employee
emotionality
experience
further education
Education
interview
discourse analysis
Emotion
organization
examination

Cite this

Saying it with feeling : analysing speakable emotions. / Coupland, Christine; Brown, Andrew D.; Daniels, Kevin; Humphreys, Michael.

In: Human Relations, Vol. 61, No. 3, 03.2008, p. 327-353.

Research output: Contribution to journalArticle

Coupland, C, Brown, AD, Daniels, K & Humphreys, M 2008, 'Saying it with feeling: analysing speakable emotions', Human Relations, vol. 61, no. 3, pp. 327-353. https://doi.org/10.1177/0018726708088997
Coupland, Christine ; Brown, Andrew D. ; Daniels, Kevin ; Humphreys, Michael. / Saying it with feeling : analysing speakable emotions. In: Human Relations. 2008 ; Vol. 61, No. 3. pp. 327-353.
@article{cd759b537d6a48af85f6dddb3081a277,
title = "Saying it with feeling: analysing speakable emotions",
abstract = "In this article we examine accounts of emotional experiences in one organization. Drawing upon data from interviews across a range of employees, we analyse aspects of emotion, identity and power. Adopting a constructionist perspective we use a method of discourse analysis to analyse how participants constructed emotions according to tacitly understood rules regarding appropriate emotional displays. These rules were made visible through an examination of the participants' positioning strategies as they described emotional experiences. Our findings suggest that, rather than an institutionally held level of appropriate articulations of emotionality, there was a role-related, socially located rule system linked to separate categories of teachers, managers and administrative employees. The contribution of the article is threefold. First, we use in-depth case data from 44 semi-structured interviews to analyse how teachers and managers/administrators in a UK-based further education (FE) college constructed emotions according to certain rules (informal norms) regarding appropriate kinds of emotional displays. Teachers acknowledged and upgraded labelled emotions, while managers and administrators denied and downgraded accounts of emotional experiences. Second, we discuss the implications of talk about emotion for the (re)production of teachers' and managers/administrators' work identities. Third, we consider how people's talk about emotions was bound-up in relations of power.",
author = "Christine Coupland and Brown, {Andrew D.} and Kevin Daniels and Michael Humphreys",
year = "2008",
month = "3",
doi = "10.1177/0018726708088997",
language = "English",
volume = "61",
pages = "327--353",
journal = "Human Relations",
issn = "0018-7267",
publisher = "Sage Publications",
number = "3",

}

TY - JOUR

T1 - Saying it with feeling

T2 - Human Relations

AU - Coupland, Christine

AU - Brown, Andrew D.

AU - Daniels, Kevin

AU - Humphreys, Michael

PY - 2008/3

Y1 - 2008/3

N2 - In this article we examine accounts of emotional experiences in one organization. Drawing upon data from interviews across a range of employees, we analyse aspects of emotion, identity and power. Adopting a constructionist perspective we use a method of discourse analysis to analyse how participants constructed emotions according to tacitly understood rules regarding appropriate emotional displays. These rules were made visible through an examination of the participants' positioning strategies as they described emotional experiences. Our findings suggest that, rather than an institutionally held level of appropriate articulations of emotionality, there was a role-related, socially located rule system linked to separate categories of teachers, managers and administrative employees. The contribution of the article is threefold. First, we use in-depth case data from 44 semi-structured interviews to analyse how teachers and managers/administrators in a UK-based further education (FE) college constructed emotions according to certain rules (informal norms) regarding appropriate kinds of emotional displays. Teachers acknowledged and upgraded labelled emotions, while managers and administrators denied and downgraded accounts of emotional experiences. Second, we discuss the implications of talk about emotion for the (re)production of teachers' and managers/administrators' work identities. Third, we consider how people's talk about emotions was bound-up in relations of power.

AB - In this article we examine accounts of emotional experiences in one organization. Drawing upon data from interviews across a range of employees, we analyse aspects of emotion, identity and power. Adopting a constructionist perspective we use a method of discourse analysis to analyse how participants constructed emotions according to tacitly understood rules regarding appropriate emotional displays. These rules were made visible through an examination of the participants' positioning strategies as they described emotional experiences. Our findings suggest that, rather than an institutionally held level of appropriate articulations of emotionality, there was a role-related, socially located rule system linked to separate categories of teachers, managers and administrative employees. The contribution of the article is threefold. First, we use in-depth case data from 44 semi-structured interviews to analyse how teachers and managers/administrators in a UK-based further education (FE) college constructed emotions according to certain rules (informal norms) regarding appropriate kinds of emotional displays. Teachers acknowledged and upgraded labelled emotions, while managers and administrators denied and downgraded accounts of emotional experiences. Second, we discuss the implications of talk about emotion for the (re)production of teachers' and managers/administrators' work identities. Third, we consider how people's talk about emotions was bound-up in relations of power.

UR - http://www.scopus.com/inward/record.url?scp=40849083666&partnerID=8YFLogxK

UR - http://hum.sagepub.com/cgi/content/abstract/61/3/327

UR - http://dx.doi.org/10.1177/0018726708088997

U2 - 10.1177/0018726708088997

DO - 10.1177/0018726708088997

M3 - Article

VL - 61

SP - 327

EP - 353

JO - Human Relations

JF - Human Relations

SN - 0018-7267

IS - 3

ER -