ACHIEVING EMOTIONS IN COLLECTIVE ACTION: EMOTIONAL PROCESSES AND MOVEMENT MOBILIZATION IN THE 1989 CHINESE STUDENT MOVEMENT

This article outlines an emotional achievement perspective for the study of emotions in social movements. Following Denzin's work on emotions, I consider emotions as self-feelings that are situated, interactional, and temporal in nature. The concept of emotions as achievement complements Hochschild's emotion management perspective. While management focuses on control, achievement emphasizes articulation and creativity. I argue that, although individuals may be compelled to suppress feelings in the organizational context, different social contexts and practices make it possible for individuals to pursue emotional fulfillment and self-realization. In social movements, the process of emotional achievement among participants unfolds as a process of mobilization. An analysis of the emotional dynamics of the 1989 Chinese student movement shows that emotions were inextricably intertwined with identities and action and that the emotional dynamics generated in this process significantly contributed to movement mobilization. The article concludes with a discussion of the theoretical contributions of the emotional achievement perspective.