Citations (33)
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Tanya Davies. (2024) Towards a praxis of difference: Reimagining intercultural understanding in Australian schools as a challenge of practice. Pedagogy, Culture & Society 32:1, pages 241-255.
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Michalinos Zembylas. (2024) Navigating the Affective Aspects of Vulnerability in Our Times: Faithful Affective Witnessing as Pedagogical Theory and Practice. Pedagogy, Culture & Society 32:1, pages 125-141.
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Erin Sugrue & Ashley-Marie Hanna Daftary. (2023) “I had to call them out on a very tight rope:” exercising voice with k-12 education colleagues to confront racial injustice. Educational Studies 49:6, pages 955-972.
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Michalinos Zembylas. (2023) Toward affective decolonization: Nurturing decolonizing solidarity in higher education. Journal of Curriculum and Pedagogy 20:4, pages 300-319.
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LaTasha Smith & Carolyn Mak. (2023) Two Sides of the Same Coin: Adopting a Decolonial Stance in Teaching Clinical Social Work Students to Intervene on Anti-Black Racism. Smith College Studies in Social Work 93:2-4, pages 83-105.
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Wen XU & Garth Stahl. (2023) Routine Literacy Practices as a Cultural Agenda: Children’s Experiences of Writing “Difficult” Chinese Characters in Australia. Journal of Language, Identity & Education 0:0, pages 1-12.
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Nadeem Memon, Samantha Schulz, Stephen Kelly & Dylan Chown. (2023) Schools, religion, and affect: unpacking Australian educator discomfort. Asia-Pacific Journal of Teacher Education 51:3, pages 266-282.
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Sunčana Laketa & Muriel Côte. (2023) Discomforts in the academy: from ‘academic burnout’ to collective mobilisation. Gender, Place & Culture 30:4, pages 574-587.
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Samantha Schulz, Lester-Irabinna Rigney, Michalinos Zembylas, Robert Hattam & Nadeem Memon. (2023) Affect and the force of counter stories: learning racial literacy through thinking and feeling. Pedagogy, Culture & Society 0:0, pages 1-18.
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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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Wen Xu & Garth Stahl. (2023) Teaching Chinese with Chinese characteristics: ‘difficult’ knowledge, discomforting pedagogies and student engagement. Pedagogy, Culture & Society 31:1, pages 57-73.
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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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Cory E. Dixon, Korey Boyd & Mara Simon. (2022) ‘It feels human … ’: reflective race research in kinesiology. Sport, Education and Society 0:0, pages 1-14.
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Arinola Adefila, Rafael Vieira Teixeira, Luca Morini, Maria Lúcia Teixeira Garcia, Tania Mara Zanotti Guerra Frizzera Delboni, Gary Spolander & Mouzayian Khalil-Babatunde. (2022) Higher education decolonisation: #Whose voices and their geographical locations?. Globalisation, Societies and Education 20:3, pages 262-276.
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Kristin Gregers Eriksen & Sharon Stein. (2022) Good intentions, colonial relations: Interrupting the white emotional equilibrium of Norwegian citizenship education. Review of Education, Pedagogy, and Cultural Studies 44:3, pages 210-230.
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Nora Gross, Charlotte E. Jacobs, Rekha Marar & Adam Lewis. (2022) ‘This school is too diverse’: fragile feelings among white boys at elite independent schools. Whiteness and Education 0:0, pages 1-19.
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Wen Xu. (2022) Fostering affective engagement in Chinese language learning: A Bernsteinian account. Language and Education 36:3, pages 279-293.
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Michalinos Zembylas. (2022) Sylvia Wynter, racialized affects, and minor feelings: unsettling the coloniality of the affects in curriculum and pedagogy. Journal of Curriculum Studies 54:3, pages 336-350.
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Michalinos Zembylas. (2022) Affirmative critique as a practice of responding to the impasse between post-truth and negative critique: pedagogical implications for schools. Critical Studies in Education 63:2, pages 229-244.
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Lori A. Vanderwill, Angelique Day, Alanna Feltner Williams, Sue Cohick & Kris Henneman. (2022) Bringing fidelity monitoring to child welfare: lessons learned from the CORE Teen resource parent training. Journal of Public Child Welfare 16:2, pages 197-218.
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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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Alison Wrench, Bec Neill & Alexandra Diamond. (2022) International service-learning: possibilities for developing intercultural competence and culturally responsive pedagogies. Asia-Pacific Journal of Teacher Education 50:2, pages 215-228.
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Kristin Gregers Eriksen. (2022) Discomforting presence in the classroom – the affective technologies of race, racism and whiteness. Whiteness and Education 7:1, pages 58-77.
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Wen Xu. (2021) Dominic’s Story: The “Pedagogy of Discomfort” and Learner Identity in Flux. Journal of Language, Identity & Education 0:0, pages 1-13.
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Sharon Stein. (2021) Reimagining global citizenship education for a volatile, uncertain, complex, and ambiguous (VUCA) world. Globalisation, Societies and Education 19:4, pages 482-495.
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Sheila Quaid & Helen Williams. (2021) Troubling knowledges and difficult pedagogical moments for students learning. International Journal of Inclusive Education 0:0, pages 1-19.
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Kevin Kester, Michalinos Zembylas, Loughlin Sweeney, Kris Hyesoo Lee, Soonjung Kwon & Jeongim Kwon. (2021) Reflections on decolonizing peace education in Korea: a critique and some decolonial pedagogic strategies. Teaching in Higher Education 26:2, pages 145-164.
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Karin Gunnarsson. (2021) In the middle of things: encountering questions about equality in social studies education. Gender and Education 33:1, pages 33-49.
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Ameil J. Joseph, Julia Janes, Harjeet Badwall & Shana Almeida. (2020) Preserving white comfort and safety: the politics of race erasure in academe. Social Identities 26:2, pages 166-185.
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Michalinos Zembylas. (2020) The affective grounding of post-truth: pedagogical risks and transformative possibilities in countering post-truth claims. Pedagogy, Culture & Society 28:1, pages 77-92.
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Kevin Kester. (2019) Whiteness, patriarchy, and peacebuilding in UN higher education: some theoretical and pedagogical implications from one case institution. Irish Educational Studies 38:4, pages 481-499.
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Michalinos Zembylas. (2019) Encouraging shared responsibility without invoking collective guilt: exploring pedagogical responses to portrayals of suffering and injustice in the classroom. Pedagogy, Culture & Society 27:3, pages 403-417.
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Daniel Hauge. (2019) The Power of a Comfortable White Body: Race and Habitual Emotion. Religious Education 114:3, pages 227-238.
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