@phdthesis{discovery10021604,
          school = {University of London Institute of Education},
            note = {Unpublished},
            year = {2014},
           title = {Emotions in classroom microsituations: a sociocultural perspective},
             url = {https://discovery.ucl.ac.uk/id/eprint/10021604/},
          author = {Encinas S{\'a}nchez, Lilia Mabel},
        abstract = {The central argument of this thesis is that a sociocultural approach, based on
Vygotsky's work, allows embracing simultaneously both the individual and the social
aspects of emotions.
The thesis comprises two parts. Sociological and psychological literatures about the
study of emotions are reviewed to show the difficulties that these disciplines have faced
in accounting for both the physiological and the cultural aspects of emotions
simultaneously. In the first part of the thesis, I build an all-embracing historical
psychological approach that pulls together aspects of Vygotsky's work in order to
overcome those difficulties. In so doing, my investigation of what emotions 'are' has
changed to acknowledge the need to investigate what emotions 'do' in social contexts
and interactions. The study of emotions, I argue, needs to avoid their separation from
the context in which they emerge to overcome the separation of individual and social
aspects of emotions.
The second part of this thesis consists of an exploration of the necessary traits for an
adequate sociocultural study of emotions in the classroom. This involves the analysis of
emotions as they feature within pedagogic practices that take place in four classrooms,
through a detailed examination of video-recorded microsituations. Three foci are
constructed to discuss situated emotions: context, social practice and microhistory.
The empirical study offers the basis for two conclusions. First, through the data analysis
I show diverse ways in which teachers accompany, encourage and 'contain' or
'regulate' emotions as part of the interactions that take place in classrooms. Second, I
offer an outline of a sociocultural approach to the study of emotions which does not
separate their individual and social aspects. Finally, I discuss some of the implications
of this study for teachers' practices and for future research.}
}