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Pedagogy, Culture & Society Volume 27, 2019 - Issue 3
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Articles

Encouraging shared responsibility without invoking collective guilt: exploring pedagogical responses to portrayals of suffering and injustice in the classroom

Michalinos ZembylasProgramme of Educational Studies, Open University of Cyprus, Latsia, Nicosia;Chair for Critical Studies in Higher Education Transformation, Nelson Mandela University, Port Elizabeth, South AfricaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0001-6896-7347
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Pages 403-417 | Received 14 Jun 2018, Accepted 15 Jul 2018, Published online: 29 Jul 2018

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James Miles. (2024) Guilt, complicity, and responsibility for historical injustice: towards a pedagogy of complex implication. Pedagogy, Culture & Society 32:3, pages 619-635.
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Macarena García-González & Valentina Errázuriz. (2024) Reading promotion, conflict negation and peaceful conviviality: the uses and hopes for literary education in Chile. Globalisation, Societies and Education 22:2, pages 379-389.
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Paula Albuquerque & Magda Pischetola. (2024) Affect as future-making pedagogy: a post-qualitative inquiry in Brazilian primary schools. Pedagogy, Culture & Society 32:2, pages 433-451.
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Trevor G. Gates, Bindi Bennett & Donna Baines. (2023) Strengthening critical allyship in social work education: opportunities in the context of #BlackLivesMatter and COVID-19. Social Work Education 42:3, pages 371-387.
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Wen Xu & Garth Stahl. (2023) Chinese as a Foreign Language (CFL) education and global citizenship: pedagogical encounters and endangered spaces of possibility. Globalisation, Societies and Education 21:1, pages 135-147.
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Helen Cahill & Babak Dadvand. (2022) Transformative methods in teacher education about gender-based violence. Pedagogy, Culture & Society 30:3, pages 311-327.
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Michalinos Zembylas. (2022) The biopolitical function of disgust: ethical and political implications of biopedagogies of disgust in anti-colonial education. Teaching Education 33:2, pages 123-138.
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Karin Gunnarsson. (2022) Ambiguous engagements: exploring affective qualities within the teaching of norms and equality. Pedagogy, Culture & Society 30:2, pages 185-199.
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Helen Cahill. (2022) Evoking re-cognition through embodied enquiry: using drama-based methods to re-script storylines of gendered violence. International Journal of Qualitative Studies in Education 35:2, pages 163-175.
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Helen Cahill. (2022) Using metaphors to cross the divide between feminist theory and pedagogical design. Gender and Education 34:1, pages 49-63.
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Michalinos Zembylas. (2021) Affective Strategies of Abolition Pedagogies in Higher Education: Dismantling the Affective Governmentality of the Colonial University. Equity & Excellence in Education 54:2, pages 121-135.
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Helen Cahill & Babak Dadvand. (2021) Triadic labour in teaching for the prevention of gender-based violence. Gender and Education 33:2, pages 252-266.
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Michalinos Zembylas. (2020) Re-conceptualizing complicity in the social justice classroom: affect, politics and anti-complicity pedagogy. Pedagogy, Culture & Society 28:2, pages 317-331.
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Articles from other publishers (7)

Helen Cahill & Annie Gowing. 2020. Handbook of Children and Youth Studies. Handbook of Children and Youth Studies 1 25 .
Helen Cahill, Babak Dadvand, Anne Suryani & Anne Farrelly. (2023) A Student-Centric Evaluation of a Program Addressing Prevention of Gender-Based Violence in Three African Countries. International Journal of Environmental Research and Public Health 20:15, pages 6498.
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Melina Porto, Irina Golubeva & Michael Byram. (2021) Channelling discomfort through the arts: A Covid-19 case study through an intercultural telecollaboration project. Language Teaching Research 27:2, pages 276-298.
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Carmel Cefai, Celeste Simões & Simona C. S. Caravita. 2020. Handbook of Children and Youth Studies. Handbook of Children and Youth Studies 1 13 .
Catherine Vanner, Allison Holloway & Salsabel Almanssori. (2022) Teaching and learning with power and privilege: Student and teacher identity in education about gender-based violence. Teaching and Teacher Education 116, pages 103755.
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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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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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