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Gender and Education Volume 28, 2016 - Issue 2: Shifting education’s philosophical imaginaries: relations, affects, bodies, materialities
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Criticality's affective entanglements: rethinking emotion and critical thinking in higher education

Emily Clair DanversDepartment of Education, University of Sussex, Essex House, Falmer, BrightonBN1 9RH, UKCorrespondence[email protected]
Pages 282-297 | Received 28 Feb 2015, Accepted 07 Oct 2015, Published online: 27 Nov 2015

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Anu Lainio. (2023) Independent learner as the ideal – normative representations of higher education students in film and television drama across Europe. Critical Studies in Education 0:0, pages 1-18.
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Tayebeh Sargazi Moghadam, Ali Darejeh, Mansoureh Delaramifar & Sara Mashayekh. (2023) Toward an artificial intelligence-based decision framework for developing adaptive e-learning systems to impact learners’ emotions. Interactive Learning Environments 0:0, pages 1-21.
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Moloud Mohammadi, Gholam-Reza Abbasian & Masood Siyyari. (2022) Characterization and development of critically-thinker EFL readers’ reading ability: AWC vs. QAR approaches. Cogent Education 9:1.
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Michalinos Zembylas. (2022) Rethinking political socialization in schools: The role of ‘affective indoctrination’. Educational Philosophy and Theory 54:14, pages 2480-2491.
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Michalinos Zembylas. (2022) Revisiting the notion of critical thinking in higher education: theorizing the thinking-feeling entanglement using affect theory. Teaching in Higher Education 0:0, pages 1-15.
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Gail Crimmins, Briony Lipton, Joanna McIntyre, Margarietha de Villiers Scheepers & Peter English. (2022) Creative industries curriculum design for living and leading amid uncertainty. Journal of Educational Administration and History 54:1, pages 20-36.
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Emily Danvers. (2021) Individualised and instrumentalised? Critical thinking, students and the optics of possibility within neoliberal higher education. Critical Studies in Education 62:5, pages 641-656.
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Emily Danvers. (2018) Who is the critical thinker in higher education? A feminist re-thinking. Teaching in Higher Education 23:5, pages 548-562.
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Articles from other publishers (13)

Alexandra List & Yuting Sun. (2023) To Clarity and Beyond: Situating Higher-Order, Critical, and Critical-Analytic Thinking in the Literature on Learning from Multiple Texts. Educational Psychology Review 35:2.
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Karen Porter, Paula Jean Miles & David Ian Donaldson. (2022) Teachers’ emotions in the time of COVID: Thematic analysis of interview data reveals drivers of professional agency. Frontiers in Psychology 13.
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Vicki Trowler, Robert L. Allan, Jaroslaw Bryk & Rukhsana R. Din. (2021) Pathways to student engagement: beyond triggers and mechanisms at the engagement interface. Higher Education 84:4, pages 761-777.
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Elizabeth Hufnagel. 2022. Critical Thinking in Biology and Environmental Education. Critical Thinking in Biology and Environmental Education 41 54 .
María Pilar Jiménez-Aleixandre & Blanca Puig. 2022. Critical Thinking in Biology and Environmental Education. Critical Thinking in Biology and Environmental Education 3 19 .
Michalinos Zembylas. (2021) Adorno on democratic pedagogy and the education of emotions: Pedagogical insights for resisting right-wing extremism. Policy Futures in Education 19:7, pages 809-825.
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Krista R. Muis, Marianne Chevrier, Courtney A. Denton & Kelsey M. Losenno. (2021) Epistemic Emotions and Epistemic Cognition Predict Critical Thinking About Socio-Scientific Issues. Frontiers in Education 6.
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Anna Hickey-MoodyAnna Hickey-Moody. 2019. Deleuze and Masculinity. Deleuze and Masculinity 29 62 .
Christian Beighton. 2018. Principles of Transversality in Globalization and Education. Principles of Transversality in Globalization and Education 47 64 .
Tamsin Hinton-Smith. 2018. Teaching with Sociological Imagination in Higher and Further Education. Teaching with Sociological Imagination in Higher and Further Education 75 90 .
Louise Morley. 2018. Gender Studies and the New Academic Governance. Gender Studies and the New Academic Governance 15 40 .
Bruce Macfarlane & Michael Tomlinson. (2017) Critiques of Student Engagement. Higher Education Policy 30:1, pages 5-21.
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Allison B. Wolf. (2020) “Tell Me How That Makes You Feel”: Philosophy's Reason/Emotion Divide and Epistemic Pushback in Philosophy Classrooms. Hypatia 32:4, pages 893-910.
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