Embodied emotionality in teaching and researching in higher education

This reflective piece of work discusses my embodied emotional experiences and the ways in which my professional practice has been influenced by them. I draw on a series of reflective (field)notes that I have written about teaching and research practice in higher education in the UK context. The effects of the rapid political and technological change have shaped the social research that has turned its attention to ‘the body’. I consider the implications of such a turn on the ways in which I (re)position myself as a higher education teacher and researcher. I argue that by ignoring the emotional embodiment the appreciation of the embodied nature of the human actions can be neglected.