Citations (38)
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Meca Williams-Johnson & Cheryl Fields-Smith. (2022) Homeschooling among Black families as a form of parental involvement: A focus on parental role construction, efficacy, and emotions. Educational Psychologist 57:4, pages 252-266.
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Serkan Turgut & Çetin Çelik. (2022) Kurdish students’ perceptions of stigma and their destigmatization strategies in urban contexts in Turkey. Race Ethnicity and Education 0:0, pages 1-16.
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Tanetha Jamay Grosland. (2019) Through laughter and through tears: emotional narratives to antiracist pedagogy. Race Ethnicity and Education 22:3, pages 301-318.
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Melanie Baak. (2019) Racism and Othering for South Sudanese heritage students in Australian schools: is inclusion possible?. International Journal of Inclusive Education 23:2, pages 125-141.
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Liana MacDonald. (2019) ‘The same as everyone else’: how academically successful indigenous secondary school students respond to a hidden curriculum of settler silencing. Whiteness and Education 4:1, pages 38-52.
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Maija Lanas & Tuija Huuki. (2017) Thinking beyond student resistance: a difficult assemblage in teacher education. European Journal of Teacher Education 40:4, pages 436-446.
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Joshua F. Hoops. (2017) Discourses of Contraction in the Spatialization of Whiteness. Journal of Intercultural Communication Research 46:1, pages 55-73.
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Dawn Michelle Zinga & Megan Kathleen Gordon. (2016) ‘Racism under the radar’: Student perceptions of school experiences in a multicultural context. Race Ethnicity and Education 19:5, pages 1088-1116.
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Yang Miaoyan & Nima Dunzhu. (2015) Assimilation or Ethnicization: An Exploration of Inland Tibet Class Education Policy and Practice. Chinese Education & Society 48:5, pages 341-352.
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Michalinos Zembylas. (2015) Rethinking race and racism as technologies of affect: theorizing the implications for anti-racist politics and practice in education. Race Ethnicity and Education 18:2, pages 145-162.
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Stavroula Philippou & Eleni Theodorou. (2014) The ‘europeanisation’ of othering: children using ‘Europe’ to construct ‘others’ in Cyprus. Race Ethnicity and Education 17:2, pages 264-290.
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Carol Schick. (2014) White resentment in settler society. Race Ethnicity and Education 17:1, pages 88-102.
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Jennifer Buehler. (2013) ‘There’s a problem, and we’ve got to face it’: how staff members wrestled with race in an urban high school. Race Ethnicity and Education 16:5, pages 629-652.
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Eleni Theodorou & Loizos Symeou. (2013) Experiencing the same but differently: indigenous minority and immigrant children’s experiences in Cyprus. British Journal of Sociology of Education 34:3, pages 354-372.
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Michalinos Zembylas. (2012) Transnationalism, migration and emotions: implications for education. Globalisation, Societies and Education 10:2, pages 163-179.
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Michalinos Zembylas. (2012) The politics of fear and empathy: emotional ambivalence in ‘host’ children and youth discourses about migrants in Cyprus. Intercultural Education 23:3, pages 195-208.
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Michalinos Zembylas. (2010) Teachers’ emotional experiences of growing diversity and multiculturalism in schools and the prospects of an ethic of discomfort
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Articles from other publishers (21)
Shorena Sadzaglishvili, Teona Gotsiridze, Ketevan Lekishvili, Rey Flores, Jane Hereth & Alida Bouris. (2023) “How can you kiss and touch this child and show affection towards her? What kind of woman are you?”: Provider perspectives on stigma towards native and ethnic minority street-connected youth in the Republic of Georgia. PLOS ONE 18:6, pages e0286710.
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Serkan TURGUT & Çetin ÇELİK. (2021) KÜRT GENÇLERİNİN ETNİK SINIRLAR ALGISI VE DAMGAYLA BAŞA ÇIKMA STRATEJİLERİ. Sosyoloji Araştırmaları Dergisi 24:3, pages 98-134.
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Amelia Tseng. (2021) Toward an Affective Perspective in Minoritized Youth-Centered Research and Education. American Speech 96:2, pages 280-286.
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Crystal Chen Lee, Michelle M. Falter & Nina R. Schoonover. (2020) Encountering the Affective in Latino Immigrant Youth Narratives. Reading Research Quarterly 56:2, pages 273-292.
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Jessica T. DeCuir-Gunby, Elizabeth M. Allen & Janet K. Boone. (2020) Examining pre-service teachers’ color-blind racial ideology, emotion regulation, and inflexibility with stigmatizing thoughts about race. Contemporary Educational Psychology 60, pages 101836.
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Maija Lanas. (2019) Can performing happy childhood be an occupational skill required of students?. Childhood 26:2, pages 250-262.
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Antonio J. Rodríguez-Hidalgo, Juan Calmaestra, José A. Casas & Rosario Ortega-Ruiz. (2019) Ethnic-Cultural Bullying Versus Personal Bullying: Specificity and Measurement of Discriminatory Aggression and Victimization Among Adolescents. Frontiers in Psychology 10.
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Constadina Charalambous, Michalinos Zembylas & Panayiota Charalambous. (2016) Diversity and conflict: Negotiating linguistic, ethnic and emotional boundaries in Greek-Cypriot literacy classrooms. Linguistics and Education 35, pages 50-62.
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Michalinos Zembylas, Constadina Charalambous & Panayiota Charalambous. (2014) The schooling of emotion and memory: Analyzing emotional styles in the context of a teacher's pedagogical practices. Teaching and Teacher Education 44, pages 69-80.
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Zvi Bekerman & Michalinos Zembylas. (2014) Some reflections on the links between teacher education and peace education: Interrogating the ontology of normative epistemological premises. Teaching and Teacher Education 41, pages 52-59.
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Yosepha Tabib-Calif & Edna Lomsky-Feder. (2014) Symbolic Boundary Work in Schools: Demarcating and Denying Ethnic Boundaries. Anthropology & Education Quarterly 45:1, pages 22-38.
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