JEFFREY R. DI LEO Accounts of the emotional life of academics are an important part of contemporary metaprofessional discourse. From the anonymous accounts of the highs and lows of academic life found regularly in the Chronicle of Higher Education to book-length narratives like Jane Tompkins' A Life in School: What the Teacher Learned (1996) and Michael Dubson's Ghosts in the Classroom: Stories of Adjunct Faculty--and the Price We All Pay (2001), academics have been increasingly emboldened to share more and more details of daily life in the academy. From these writings, one gains insight into the emotional vicissitudes of academic life and a sense of empathy for and solidarity with colleagues whose academic lot may be worse than our own. However, as the essays in this issue amply demonstrate, metaprofessional accounts of our affective life are just one part of a very theoretically rich and narratively heterogenous interdisciplinary discourse on emotion. One of the more prominent developments is the work of contemporary narrative theorists to establish an affective narratology--an effort which intermingles the work of cognitive science, structural poetics, and neuropsychology. Another is the continuing task of exploring the emotional psychopolitics of literature and film from Shakespeare to
symploke – University of Nebraska Press
Published: May 18, 2011
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