Source: International Journal of Qualitative Studies in Education, Volume 27, Issue 10, 2014, pages 1285-1311
This article introduces a new analytical tool, a critical performative analysis of emotion (CPAE), that draws upon three theoretical perspectives: emotions as situated, as embodied, and as fissured.
These three theoretical perspectives (i.e. critical sociocultural, narrative, and rhizomatic) allow researchers to think with theory.
Data from teaching children with a critical inquiry curriculum demonstrates a CPAE.
Educators are encouraged to continue to embrace the malleability of theories, to push educational research forward by finding new ways to research inquiries, and to adapt CPAE for further research interests.