Citations (21)
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Read on this site (11)
Wen Xu. (2024) Dominic’s Story: The “Pedagogy of Discomfort” and Learner Identity in Flux. Journal of Language, Identity & Education 23:2, pages 243-255.
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Bronwyn E. Wood & Brian Ristow. (2024) Everyday talk: self-directed peer focus groups with diverse youth. International Journal of Social Research Methodology 27:2, pages 173-187.
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Tanya Davies. (2024) Towards a praxis of difference: Reimagining intercultural understanding in Australian schools as a challenge of practice. Pedagogy, Culture & Society 32:1, pages 241-255.
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Magdalena Weiglhofer, Alan McCully & Jessica Bates. (2023) Learning about conflict: the role of community museums in educating on difficult heritage in a divided society. International Journal of Heritage Studies 29:5, pages 365-381.
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Alan McCully, Fionnuala Waldron & Benjamin Mallon. (2022) The contrasting place of political history in the primary curricula of Ireland, north and south: a comparative study. Compare: A Journal of Comparative and International Education 52:3, pages 457-474.
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Amanda McKay, Katrina MacDonald & Fiona Longmuir. (2022) The emotional intensity of educational leadership: a scoping review. International Journal of Leadership in Education 0:0, pages 1-23.
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Yerko Muñoz-Salinas & Alvaro Salinas. (2021) What do preservice teachers learn by reflecting upon their emotional experiences during their training? A qualitative approach into four emotions. Reflective Practice 22:6, pages 844-859.
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Alan McCully, Magdalena Weiglhofer & Jessica Bates. (2021) “But it wasn’t like that”: The impact of visits to community-based museums on young people’s understanding of the commemorated past in a divided society. Theory & Research in Social Education 49:4, pages 510-539.
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Jennifer Lee O’Donnell. (2021) Uncovering the complexity of teaching and learning about/from pedagogies of discomforting, difficult knowledge through a “more-than-human” framework for grief on HBO’s The Leftovers. Journal of Curriculum and Pedagogy 18:2, pages 168-182.
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Michalinos Zembylas. (2019) A Butlerian perspective on inclusion: the importance of embodied ethics, recognition and relationality in inclusive education. Cambridge Journal of Education 49:6, pages 727-740.
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Michalinos Zembylas. (2019) Encouraging shared responsibility without invoking collective guilt: exploring pedagogical responses to portrayals of suffering and injustice in the classroom. Pedagogy, Culture & Society 27:3, pages 403-417.
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Articles from other publishers (10)
Judith L. Pace. (2024) Tensions in teaching balanced controversial history: Competing voices within a student teacher in Northern Ireland. British Educational Research Journal.
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Cameron Hauseman. 2023. The Emotional Life of School-Level Leaders. The Emotional Life of School-Level Leaders
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Benjamin Ponet, Amber De Clerck, Wendelien Vantieghem, Hanne Tack & Ruben Vanderlinde. (2023) Uncovering the role of teacher educators in the reduction of inequalities in education: A critical discourse analysis. Social Psychology of Education.
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Jim Keys, Stephen Gargan & Alan McCully. 2023. The Palgrave Handbook of Testimony and Culture. The Palgrave Handbook of Testimony and Culture
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Michalinos Zembylas. (2022) The Affective and Political Complexities of White Shame and Shaming: Pedagogical Implications for Anti-Racist Education. Studies in Philosophy and Education 41:6, pages 635-652.
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Elizabeth Russell. (2021) Crossing the Minefield of Anxiety, Guilt, and Shame: Working With and Through Pākehā Emotional Discomfort in Aotearoa New Zealand Histories Education. New Zealand Journal of Educational Studies 57:1, pages 37-52.
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Rose Yukich. (2021) Feeling Responsible Towards Aotearoa New Zealand’s Past: Emotion at Work in the Stance of Five Pākehā History Teachers. New Zealand Journal of Educational Studies 56:2, pages 181-199.
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Michalinos Zembylas. (2021) Interrogating the Affective Politics of White Victimhood and Resentment in Times of Demagoguery: The Risks for Civics Education. Studies in Philosophy and Education 40:6, pages 579-594.
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Michalinos Zembylas. (2021) Transforming habits of inattention to structural racial injustice in educational settings: A pedagogical framework that pays attention to the affective politics of habit. Emotion, Space and Society 40, pages 100817.
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D. Owusu-Manu, D.J. Edwards, A.S. Kukah, E.A. Pärn, H. El-Gohary & C. Aigbavboa. (2018) An assessment of the level of emotional intelligence attributes of undergraduate built environment students in developing countries. Industry and Higher Education 33:2, pages 108-115.
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