Citations (84)
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Melina Porto & Michalinos Zembylas. (2024) Difficult histories and the ‘problem’ of sentimentality: a case study in an Argentinian university. Pedagogy, Culture & Society 32:3, pages 595-618.
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Michalinos Zembylas. (2024) Navigating the Affective Aspects of Vulnerability in Our Times: Faithful Affective Witnessing as Pedagogical Theory and Practice. Pedagogy, Culture & Society 32:1, pages 125-141.
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Michalinos Zembylas. (2023) Challenging sentimental narratives of ‘victims’ and ‘perpetrators’ in postcolonial settings: thinking with and through affective justice in comparative education. Compare: A Journal of Comparative and International Education 53:7, pages 1152-1169.
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Emma McMain. (2023) The “Problem Tree” of SEL: A Sociopolitical Literature Review. The New Educator 19:2, pages 146-167.
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Beth Douthirt-Cohen, Tomoko Tokunaga, T. Donté McGuire & Hana Zewdie. (2023) Pitfalls and Possibilities of Social Justice Ally Development Models: Lessons From Borderland Theories for Building Solidarity Across Difference. Educational Studies 59:1, pages 14-29.
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Jeasik Cho & Jeong-Hee Kim. (2022) Compassionate anger as a mobilizer for social justice: feelings application in curriculum design. Journal of Curriculum Studies 54:4, pages 466-485.
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Amanda Keddie. (2022) Engaging boys in gender transformative pedagogy: navigating discomfort, vulnerability and empathy. Pedagogy, Culture & Society 30:3, pages 401-414.
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Rubén Gaztambide-Fernández, Jennifer Brant & Chandni Desai. (2022) Toward a pedagogy of solidarity. Curriculum Inquiry 52:3, pages 251-265.
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Jerry Flores & Andrea Román Alfaro. (2022) Critical pedagogy: Loving and caring within and beyond the classroom. Curriculum Inquiry 52:3, pages 385-396.
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Michalinos Zembylas. (2022) Affirmative critique as a practice of responding to the impasse between post-truth and negative critique: pedagogical implications for schools. Critical Studies in Education 63:2, pages 229-244.
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Anne Parfitt, Stuart Read & Tanvir Bush. (2021) Can compassion provide a lifeline for navigating Coronavirus (COVID-19) in higher education?. Pastoral Care in Education 39:3, pages 178-191.
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Michalinos Zembylas. (2021) Necropolitics and sentimentality in education: the ethical, political and pedagogical implications of ‘making live and letting die’ in the current political climate. Pedagogy, Culture & Society 29:3, pages 415-429.
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Amanda Keddie. (2021) Engaging boys in gender activism: issues of discomfort and emotion. Gender and Education 33:2, pages 171-185.
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Norma A. Marrun, Tara J. Plachowski, De’Ana R. Mauldin & Christine Clark. (2021) “Teachers Don’t Really Encourage it”: A Critical Race Theory Analysis of High School Students’ of Color Perceptions of the Teaching Profession. Multicultural Education Review 13:1, pages 3-24.
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Michalinos Zembylas. (2020) Hannah Arendt’s political thinking on emotions and education: implications for democratic education. Discourse: Studies in the Cultural Politics of Education 41:4, pages 501-515.
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Amanda Keddie. (2020) Engaging boys and young men in gender transformation: the possibilities and limits of a pedagogy of empathy. NORMA 15:2, pages 97-110.
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Sophia Rodriguez, Timothy Monreal & Joy Howard. (2020) “It’s about hearing and understanding their stories”: Teacher empathy and socio-political awareness toward newcomer undocumented students in the New Latino South. Journal of Latinos and Education 19:2, pages 181-198.
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Michalinos Zembylas. (2020) The affective grounding of post-truth: pedagogical risks and transformative possibilities in countering post-truth claims. Pedagogy, Culture & Society 28:1, pages 77-92.
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Baoyan Cheng & Po Yang. (2019) Chinese students studying in American high schools: international sojourning as a pathway to global citizenship. Cambridge Journal of Education 49:5, pages 553-573.
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Dympna Devine & Deirdre McGillicuddy. (2019) Explorations of care and care injustice in the everyday lives of Irish Traveller children. Gender and Education 31:5, pages 618-630.
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Brent C. Elder & Bernard Kuja. (2019) Going to school for the first time: inclusion committee members increasing the number of students with disabilities in primary schools in Kenya. International Journal of Inclusive Education 23:3, pages 261-279.
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Anita Varma. (2019) When Empathy is Not Enough. Journalism Practice 13:1, pages 105-121.
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Daniela Gachago, Lindsay Clowes & Janet Condy. (2018) ‘Family comes in all forms, blood or not’: disrupting dominant narratives around the patriarchal nuclear family. Gender and Education 30:8, pages 966-981.
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Michalinos Zembylas. (2018) Reinventing critical pedagogy as decolonizing pedagogy: The education of empathy. Review of Education, Pedagogy, and Cultural Studies 40:5, pages 404-421.
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Michalinos Zembylas. (2018) Political depression, cruel optimism and pedagogies of reparation: questions of criticality and affect in human rights education. Critical Studies in Education 59:1, pages 1-17.
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Michalinos Zembylas. (2018) Counter conducts as affective practices in the classroom: the task of pedagogies of affirmative estrangement. Teaching Education 29:1, pages 98-110.
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Kevin J. Holohan. (2017) Identification, language, and subjectivity: Reading Freire through/against Lacan. Curriculum Inquiry 47:5, pages 446-464.
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Mary Elizabeth Collins & Sarah Garlington. (2017) Compassionate response: Intersection of religious faith and public policy. Journal of Religion & Spirituality in Social Work: Social Thought 36:4, pages 392-408.
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Michalinos Zembylas. (2017) Re-contextualising human rights education: some decolonial strategies and pedagogical/curricular possibilities. Pedagogy, Culture & Society 25:4, pages 487-499.
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Michalinos Zembylas. (2017) Wilful Ignorance and the Emotional Regime of Schools. British Journal of Educational Studies 65:4, pages 499-515.
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Michalinos Zembylas. (2017) Teacher resistance to engage with ‘alternative’ perspectives of difficult histories: the limits and prospects of affective disruption. Discourse: Studies in the Cultural Politics of Education 38:5, pages 659-675.
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Penny Jane Burke. (2017) Difference in higher education pedagogies: gender, emotion and shame. Gender and Education 29:4, pages 430-444.
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Michalinos Zembylas & Elena Papamichael. (2017) Pedagogies of discomfort and empathy in multicultural teacher education. Intercultural Education 28:1, pages 1-19.
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Michalinos Zembylas. (2016) Toward a Critical-Sentimental Orientation in Human Rights Education. Educational Philosophy and Theory 48:11, pages 1151-1167.
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Michalinos Zembylas. (2016) The emotional regimes of reconciliation in history textbook revision: reflections on the politics of resentment and the politics of empathy in post-conflict societies. Pedagogy, Culture & Society 24:3, pages 329-342.
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Cheryl E. Matias. (2016) White Skin, Black Friend: A Fanonian application to theorize racial fetish in teacher education. Educational Philosophy and Theory 48:3, pages 221-236.
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Cheryl E. Matias & Michalinos Zembylas. (2014) ‘When saying you care is not really caring’: emotions of disgust, whiteness ideology, and teacher education. Critical Studies in Education 55:3, pages 319-337.
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Michalinos Zembylas. (2014) Theorizing “Difficult Knowledge” in the Aftermath of the “Affective Turn”: Implications for Curriculum and Pedagogy in Handling Traumatic Representations. Curriculum Inquiry 44:3, pages 390-412.
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Sara B. Demoiny & Jesús A. Tirado. “I never knew this was here”: White epiphanies, difficult history, and pedagogy. Journal of Curriculum and Pedagogy 0:0, pages 1-30.
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Rebecca Kotler, Maria Rosario, Maria Varelas, Nathan C. Phillips, Rachelle P. Tsachor & Rebecca Woodard. (2024) Latinx students embodying justice‐centered science: Agency through imagining via the performing arts. Science Education 108:3, pages 851-889.
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Karen Ross, Peiwei Li & Meagan Call-Cummings. (2022) Solidarity as methodological praxis. Qualitative Research 23:5, pages 1181-1202.
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Emma M McMain. (2023) Drawing the line: Teachers affectively and discursively question what counts as “appropriate behavior” in schools. Power and Education.
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Adam Howard & Amanda Keddie. (2023) Gender Justice within Elite All-Boys Schools? Possibilities of a Whole-School Approach. Teachers College Record: The Voice of Scholarship in Education 125:7-8, pages 308-333.
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Prerna Subramanian. (2022)
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Mona M. Abo‐Zena, Keith Jones & Jacqueline Mattis. (2022) Dismantling the master's house: Decolonizing “Rigor” in psychological scholarship. Journal of Social Issues 78:2, pages 298-319.
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Dina Zoe Belluigi, Laura Czerniewicz, Daniela Gachago, Catherine Camps, Najma Aghardien & Renée Marx. (2022) ‘Deeply and deliciously unsettled’? Mis-reading discourses of equity in the early stages of Covid19. Higher Education.
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Michalinos Zembylas. (2021) Evil, thinking, and emotions in Hannah Arendt’s political philosophy: Implications for the teaching of democratic citizenship. Education, Citizenship and Social Justice 17:1, pages 3-17.
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Naomi Head. (2020) Sentimental politics or structural injustice? The ambivalence of emotions for political responsibility. International Theory 12:3, pages 337-357.
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Naomi Head. (2020) A “Pedagogy of Discomfort”? Experiential Learning and Conflict Analysis in Israel-Palestine. International Studies Perspectives 21:1, pages 78-96.
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Michalinos Zembylas. (2018) Holocaust Laughter and Edgar Hilsenrath’s The Nazi and the Barber: Towards a Critical Pedagogy of Laughter and Humor in Holocaust Education. Studies in Philosophy and Education 37:3, pages 301-313.
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