Citations (19)
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Melissa Joy Wolfe. (2023) Mapping gendered affects: an inquiry into student feelings on entry to an Australian selective STEM high school. Journal of Gender Studies 32:7, pages 775-788.
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Michalinos Zembylas. (2023) Fugitive pedagogies of dread for radical futurity: Affective, ontological, and political implications. Review of Education, Pedagogy, and Cultural Studies 0:0, pages 1-16.
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Naomi Lightman. (2018) Situating secondary schooling in the transnational social field: contestation and conflict in Greater Toronto Area classrooms. Critical Studies in Education 59:2, pages 131-148.
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Peter Kraftl. (2016) The force of habit: channelling young bodies at alternative education spaces. Critical Studies in Education 57:1, pages 116-130.
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Elizabethe Payne & Melissa Smith. (2014) The Big Freak Out: Educator Fear in Response to the Presence of Transgender Elementary School Students. Journal of Homosexuality 61:3, pages 399-418.
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Constadina Charalambous. (2013) The ‘burden’ of emotions in language teaching: negotiating a troubled past in ‘other’-language learning classrooms. Language and Intercultural Communication 13:3, pages 310-329.
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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) 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. (2009) Affect, citizenship, politics: implications for education. Pedagogy, Culture & Society 17:3, pages 369-383.
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Articles from other publishers (10)
Paige Latham. (2023) The influence of a transgender identity on psychological wellbeing from the perspective of personal construct theory: Implications for educational psychology practice. DECP Debate 1:186, pages 18-27.
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Jarlath Brennan & Gerry Mac Ruairc. (2017) Different worlds: The cadences of context, exploring the emotional terrain of school principals’ practice in schools in challenging circumstances. Educational Management Administration & Leadership 47:1, pages 129-146.
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Gina Mikel Petrie & Janine J. Darragh. (2018) “This worry machine”: The impact of executive orders on ELL teachers. TESOL Journal 9:3, pages 412-430.
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Ncamsile Daphne Motsa & Pholoho Justice Morojele. (2017) High Aspirations Amidst Challenging Situations: Narratives of Six Vulnerable Primary School Children in Swaziland. Journal of Asian and African Studies 53:5, pages 797-811.
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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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Carolyn Jackson. 2013. Contemporary Debates in the Sociology of Education. Contemporary Debates in the Sociology of Education
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Constadina Charalambous. 2012. Languages and the Military. Languages and the Military
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Michalinos Zembylas. (2011) Investigating the emotional geographies of exclusion at a multicultural school. Emotion, Space and Society 4:3, pages 151-159.
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Zvi Bekerman & Michalinos Zembylas. (2011) The Emotional Complexities of Teaching Conflictual Historical Narratives: The Case of Integrated Palestinian-Jewish Schools in Israel. Teachers College Record: The Voice of Scholarship in Education 113:5, pages 1004-1030.
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Rosalind Latiner Raby. (2010) Comparative and International Education: A Bibliography (2009). Comparative Education Review 54:S1, pages S1-S132.
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