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Ethics and Education Volume 4, 2009 - Issue 1
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Original Articles

Touched by injury: toward an educational theory of anti-racist humanism

Dina Georgis Women and Gender Studies Institute, University of Toronto, 40 Willcocks St, Toronto, ON, M5S 1C6, CanadaCorrespondence[email protected]
&
R.M. Kennedy Faculty of Education, York University, Toronto, Canada
Pages 19-30 | Published online: 26 Jun 2009

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Kathleen Cole. (2023) Antiracist Pedagogy in Direct Advocacy Courses. Journal of Political Science Education 19:3, pages 458-474.
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Cathryn Van Kessel, Kent Den Heyer & Jeff Schimel. (2020) Terror management theory and the educational situation. Journal of Curriculum Studies 52:3, pages 428-442.
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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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Michalinos Zembylas. (2017) Teacher resistance to engage with ‘alternative’ perspectives of difficult histories: the limits and prospects of affective disruption. Discourse: Studies in the Cultural Politics of Education 38:5, pages 659-675.
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Cheryl E. Matias & Michalinos Zembylas. (2014) ‘When saying you care is not really caring’: emotions of disgust, whiteness ideology, and teacher education. Critical Studies in Education 55:3, pages 319-337.
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Michalinos Zembylas. (2014) Theorizing “Difficult Knowledge” in the Aftermath of the “Affective Turn”: Implications for Curriculum and Pedagogy in Handling Traumatic Representations. Curriculum Inquiry 44:3, pages 390-412.
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Michalinos Zembylas. (2013) The “Crisis of Pity” and the Radicalization of Solidarity: Toward Critical Pedagogies of Compassion. Educational Studies 49:6, pages 504-521.
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Michalinos Zembylas. (2012) Pedagogies of strategic empathy: navigating through the emotional complexities of anti-racism in higher education. Teaching in Higher Education 17:2, pages 113-125.
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Michalinos Zembylas. (2012) Critical emotional praxis for reconciliation education: emerging evidence and pedagogical implications. Irish Educational Studies 31:1, pages 19-33.
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R M Kennedy. (2011) Toward a Cosmopolitan Curriculum of Forgiveness. Curriculum Inquiry 41:3, pages 373-393.
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Articles from other publishers (7)

Sharon I. Radd & Tanetha Jamay Grosland. (2018) Desirablizing Whiteness: A Discursive Practice in Social Justice Leadership That Entrenches White Supremacy. Urban Education 54:5, pages 656-676.
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Sonja Varbelow. 2019. Rethinking 21st Century Diversity in Teacher Preparation, K-12 Education, and School Policy. Rethinking 21st Century Diversity in Teacher Preparation, K-12 Education, and School Policy 55 70 .
Lisa Karen Taylor. (2018) Pedagogies of Remembrance and “Doing Critical Heritage” in the Teaching of History: Counter-memorializing Canada 150 with Future Teachers. Journal of Canadian Studies 52:1, pages 217-248.
Crossref
Michalinos Zembylas. (2014) Making sense of the complex entanglement between emotion and pedagogy: contributions of the affective turn. Cultural Studies of Science Education 11:3, pages 539-550.
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Cheryl E. MatiasCheryl E. Matias. 2016. Feeling White. Feeling White 25 44 .
Michalinos Zembylas. (2013) The Emotional Complexities of “Our” and “Their” Loss: The Vicissitudes of Teaching about/for Empathy in a Conflicting Society. Anthropology & Education Quarterly 44:1, pages 19-37.
Crossref
Michalinos Zembylas. 2013. Critical Peace Education. Critical Peace Education 101 114 .

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