Racialized hearts and minds: Emotional labor and affective leadership in the teaching/learning of IR

Dan Bousfield, Heather L. Johnson, Jean Michel Montsion

Research output: Contribution to journalArticlepeer-review

2 Citations (Scopus)


International relations (IR) is traditionally taught from a detached standpoint, as the international realm is conceptualized as distinct from normative, emotional, and embodied realities. We challenge this abstraction and focus on emotions to examine the intersection of race and international relations in how we teach and how students learn. Focusing on emotional labor, we maintain that students are taught and learn about the presence and absence of race in the discipline in specific ways. As teachers and affective leaders, we manage student emotions at the intersections of race and international relations, including when to make these feelings visible and how to connect them to racialized narratives. After a brief review of recent critical scholarship on race in the discipline, we present a conversation in which we highlight our own affective leadership, emotional labor, and pedagogical strategies in the international relations classroom, as they pertain to engaging with issues of race and racism.

Original languageEnglish
Pages (from-to)170-187
Number of pages18
JournalInternational Studies Perspectives
Issue number2
Early online date27 Nov 2018
Publication statusPublished - 01 May 2019


  • Emotion
  • International relations
  • Learning
  • Race
  • Teaching

ASJC Scopus subject areas

  • Geography, Planning and Development
  • Political Science and International Relations


Dive into the research topics of 'Racialized hearts and minds: Emotional labor and affective leadership in the teaching/learning of IR'. Together they form a unique fingerprint.

Cite this