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Citations (13)
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Michalinos Zembylas. (2024) Racism, white supremacy and Roberto Esposito’s biopolitics through the lens of Black affect studies: Implications for an affirmative educational biopolitics. Educational Philosophy and Theory 56:4, pages 358-370.
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Sara Weuffen, Kevin Lowe, Rose Amazan & Katherine Thompson. (2024) The need for First Nations pedagogical narratives: epistemic inertia and complicity in (re)creating settler-colonial education. Journal of Curriculum Studies 56:1, pages 58-72.
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Michalinos Zembylas & Cheryl E. Matias. (2023) White racial ignorance and refusing culpability: how the emotionalities of whiteness ignore race in teacher education. Race Ethnicity and Education 26:4, pages 456-477.
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Michalinos Zembylas. (2023) A decolonial critique of ‘diversity’: theoretical and methodological implications for meta-intercultural education. Intercultural Education 34:2, pages 118-133.
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Tanetha Grosland & Frank Hernandez. (2022) “The Wall” and ICE: Critical Educators’ Emotion and Narratives as They Grapple With Political Debates Concerning Immigration Matters. Educational Studies 58:3, pages 300-318.
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Michalinos Zembylas. (2021) Decolonizing “the University” in Europe: Theoretical and Methodological Implications of an Affective Assemblage Approach. European Education 53:2, pages 61-75.
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Frans Kruger & Michalinos Zembylas. Theoretical and political implications of agonistic peace for decolonising peace education. Journal of Peace Education 0:0, pages 1-22.
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Articles from other publishers (6)
Esther O. Ohito. (2024) The white silence(r): Noticing the sonics of whiteness on the anti-racist teacher education landscape. Teaching and Teacher Education 144, pages 104570.
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Jairo I. Fúnez‐Flores. (2023) Anibal Quijano: (Dis)entangling the geopolitics and coloniality of curriculum. The Curriculum Journal 35:2, pages 288-306.
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Bettina Kleiner & Ann Phoenix. (2023) Doing racialized masculinities in Finnish schools: subjectivation and de/humanizationPraktiken der Herstellung rassifizierter Männlichkeiten in Finnischen Schulen: Subjektivierung und De/Humanisierung. Zeitschrift für Erziehungswissenschaft 26:6, pages 1433-1448.
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Michalinos Zembylas. (2023) Pedagogies of generosity: Towards a multidimensional understanding that nurtures ‘critical generosity’. Education, Citizenship and Social Justice.
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Sarah Y. Choi, James H. Liu & Michael Belgrave. (2022) Performing identity entrepreneurship during the colonisation of New Zealand: A rhetorical construction of ‘loyal subjects of the Empire’. Journal of Social and Political Psychology 10:2, pages 760-776.
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Michelle Maiese. (2022) White Supremacy as an affective milieu. Topoi 41:5, pages 905-915.
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