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Neil Harrison, Sue Stanton, Richard Manning & Wally Penetito. (2022) Teaching in the name of justice: empathy and vulnerability as a basis for understanding difficult histories. Pedagogy, Culture & Society 30:5, pages 681-696.
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Koen R. Wessels, Cok Bakker, Arjen E.J. Wals & George Lengkeek. (2022) Rethinking pedagogy in the face of complex societal challenges: helpful perspectives for teaching the entangled student. Pedagogy, Culture & Society 0:0, pages 1-18.
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Professor Michalinos Zembylas. (2022) Post-truth as difficult knowledge: fostering affective solidarity in anti-racist education. Pedagogy, Culture & Society 30:3, pages 295-310.
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Articles from other publishers (7)
Ya Yang, Lichao Xiu, Xuejiao Chen & Guoming Yu. (2023) Do emotions conquer facts? A CCME model for the impact of emotional information on implicit attitudes in the post-truth era. Humanities and Social Sciences Communications 10:1.
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Soyoung Park, Sharon Strover, Jaewon Choi & MacKenzie Schnell. (2021) Mind games: A temporal sentiment analysis of the political messages of the Internet Research Agency on Facebook and Twitter. New Media & Society 25:3, pages 463-484.
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Burcu SEL. (2022) Social media use of prospective teachers in the post-truth era: Confirmation, trust, critical thinking tendency. Participatory Educational Research 9:2, pages 463-480.
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Neil Harrison & Ivan Clarke. (2020) Decolonising curriculum practice: developing the indigenous cultural capability of university graduates. Higher Education 83:1, pages 183-197.
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Koen Rens WesselsKoen Rens Wessels. 2022. Pedagogy of Entanglement. Pedagogy of Entanglement
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Vincent Pacheco & Jeremy De Chavez. (2021) “. . .delivered from the lie of being truth”: The Affective Force of Disinformation, Stickiness and Dissensus in Randy Ribay’s Patron Saints of Nothing. Text Matters: A Journal of Literature, Theory and Culture:11, pages 84-96.
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Michalinos Zembylas. (2021) Interrogating the Affective Politics of White Victimhood and Resentment in Times of Demagoguery: The Risks for Civics Education. Studies in Philosophy and Education 40:6, pages 579-594.
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