Citations (103)
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Emilia Åkesson. (2023) Becoming carving-bodies in teacher education – affective student experiences. Gender and Education 35:8, pages 806-821.
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Eleni Christodoulou. (2023) The development of UNESCO’s programmes for preventing violent extremism: educational norms, institutional politics and declining legitimacy. Compare: A Journal of Comparative and International Education 0:0, pages 1-20.
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Zoë Avner, Edward T. Hall & Paul Potrac. (2023) Affect and emotions in sports work: a research agenda. Sport in Society 26:7, pages 1161-1177.
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Pedro Membiela, Katherine Acosta & Antonio González. (2023) Antecedents of Chilean in-service science teachers’ emotions: the important role of teacher motivation towards teaching career and self-efficacy. European Journal of Teacher Education 0:0, pages 1-20.
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Garth Stahl, Amanda Keddie & Ben Adams. (2023) The manosphere goes to school: Problematizing incel surveillance through affective boyhood. Educational Philosophy and Theory 55:3, pages 366-378.
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Teresa Sosa, Allison H. Hall & Mark Latta. (2023) Resistance to the infrastructure that governs local literacy and social practices in an English classroom. Pedagogies: An International Journal 18:1, pages 115-134.
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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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Amanda Keddie, Michael Flood & Shelley Hewson-Munro. (2022) Intersectionality and social justice in programs for boys and men. NORMA 17:3, pages 148-164.
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Amanda Keddie. (2022) Engaging boys in gender transformative pedagogy: navigating discomfort, vulnerability and empathy. Pedagogy, Culture & Society 30:3, pages 401-414.
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Michalinos Zembylas. (2022) Revisiting the notion of critical thinking in higher education: theorizing the thinking-feeling entanglement using affect theory. Teaching in Higher Education 0:0, pages 1-15.
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Melina Porto & Michalinos Zembylas. (2022) Difficult histories and the ‘problem’ of sentimentality: a case study in an Argentinian university. Pedagogy, Culture & Society 0:0, pages 1-24.
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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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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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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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Denise Blum, Erin E. Davis, Kari Gibson, Rexi Lee Phillips, Annette Sharon Stanly Jeyaraj & Bailey Winters. (2021) “I’ve never cried with a stranger before”: a pedagogy of discomfort, emotion and hope for immigrant justice. International Journal of Qualitative Studies in Education 34:8, pages 763-781.
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Natascha Klocker, Charles Gillon, Leah Gibbs, Jennifer Atchison & Gordon Waitt. (2021) Hope and grief in the human geography classroom. Journal of Geography in Higher Education 0:0, pages 1-18.
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Anwar Ahmed & Brian Morgan. (2021) Postmemory and multilingual identities in English language teaching: a duoethnography. The Language Learning Journal 49:4, pages 483-498.
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Michalinos Zembylas. (2021) The affective dimension of everyday resistance: implications for critical pedagogy in engaging with neoliberalism’s educational impact. Critical Studies in Education 62:2, pages 211-226.
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Babak Dadvand & Helen Cahill. (2021) Structures for care and silenced topics: accomplishing gender-based violence prevention education in a primary school. Pedagogy, Culture & Society 29:2, pages 299-313.
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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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Amanda Keddie. (2021) Engaging boys in gender activism: issues of discomfort and emotion. Gender and Education 33:2, pages 171-185.
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Kathleen Pithouse-Morgan. (2021) Opening a Poetic Container: Educative Learning from a Painful Poetry Performance. Studying Teacher Education 17:1, pages 100-117.
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Izhak Berkovich. (2020) Conceptualisations of empathy in K-12 teaching: a review of empirical research. Educational Review 72:5, pages 547-566.
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Eve Mayes & Melissa Joy Wolfe. (2020) Shameful interest in educational research. Critical Studies in Education 61:4, pages 416-432.
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Kathleen Hulgin, E. Frank Fitch & M. Nickie Coomer. (2020) Optimizing a critical juncture: Trauma, neoliberal education and children’s agency. Journal of Curriculum and Pedagogy 17:2, pages 158-185.
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Amanda Keddie. (2020) Engaging boys and young men in gender transformation: the possibilities and limits of a pedagogy of empathy. NORMA 15:2, pages 97-110.
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Edgar A. Burns. (2019) Ethic of discomfort: is asking for nude lipstick racist?. Race Ethnicity and Education 22:6, pages 788-801.
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Cathie Burgess. (2019) Beyond cultural competence: transforming teacher professional learning through Aboriginal community-controlled cultural immersion. Critical Studies in Education 60:4, pages 477-495.
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Blanca Caldas. (2019) Paralysis and Outrage: Channeling Emotions and Strategizing Through Play Among Bilingual Teacher-Advocates in the Making. The Educational Forum 83:4, pages 383-400.
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Tamara Shefer. (2019) “Troubling” stories: thoughts on the making of meaning of shame/ful memory narratives in (post)apartheid South Africa. Social Dynamics 45:3, pages 365-381.
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Melina Porto & Leticia Yulita. (2019) Is there a place for forgiveness and discomforting pedagogies in the foreign language classroom in higher education?. Cambridge Journal of Education 49:4, pages 477-499.
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Lindsey Nicholls & Michelle L. Elliot. (2019) In the shadow of occupation: Racism, shame and grief. Journal of Occupational Science 26:3, pages 354-365.
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Nathian Shae Rodriguez & Jennifer Huemmer. (2019) Pedagogy of the depressed: an examination of critical pedagogy in higher ed’s diversity-centered classrooms post-trump. Pedagogy, Culture & Society 27:1, pages 133-149.
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Michalinos Zembylas. (2018) Reinventing critical pedagogy as decolonizing pedagogy: The education of empathy. Review of Education, Pedagogy, and Cultural Studies 40:5, pages 404-421.
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Danny Wildemeersch. (2018) Silence – a matter of public concern: reconsidering critical environmental and sustainability education. Environmental Education Research 24:9, pages 1371-1382.
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Michalinos Zembylas. (2018) Affect, race, and white discomfort in schooling: decolonial strategies for ‘pedagogies of discomfort’. Ethics and Education 13:1, pages 86-104.
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Michalinos Zembylas. (2018) Con-/divergences between postcolonial and critical peace education: towards pedagogies of decolonization in peace education. Journal of Peace Education 15:1, pages 1-23.
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Michalinos Zembylas. (2018) Counter conducts as affective practices in the classroom: the task of pedagogies of affirmative estrangement. Teaching Education 29:1, pages 98-110.
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Kevin J. Holohan. (2017) Identification, language, and subjectivity: Reading Freire through/against Lacan. Curriculum Inquiry 47:5, pages 446-464.
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Michalinos Zembylas. (2017) Re-contextualising human rights education: some decolonial strategies and pedagogical/curricular possibilities. Pedagogy, Culture & Society 25:4, pages 487-499.
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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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Gregory Martin, Vicky Nakata, Martin Nakata & Andrew Day. (2017) Promoting the persistence of Indigenous students through teaching at the Cultural Interface. Studies in Higher Education 42:7, pages 1158-1173.
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Debbie Ollis. (2017) The power of feminist pedagogy in Australia: vagina shorts and the primary prevention of violence against women. Gender and Education 29:4, pages 461-475.
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Aliza Amir, Daphna Mandler, Sara Hauptman & Dvora Gorev. (2017) Discomfort as a means of pre-service teachers’ professional development – an action research as part of the ‘Research Literacy’ course. European Journal of Teacher Education 40:2, pages 231-245.
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Gregory Martin. (2017) Scaling critical pedagogy in higher education. Critical Studies in Education 58:1, pages 1-18.
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Michalinos Zembylas. (2017) Love as ethico-political practice: Inventing reparative pedagogies of aimance in “disjointed” times. Journal of Curriculum and Pedagogy 14:1, pages 23-38.
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Michalinos Zembylas & Elena Papamichael. (2017) Pedagogies of discomfort and empathy in multicultural teacher education. Intercultural Education 28:1, pages 1-19.
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Michalinos Zembylas. (2016) Toward a Critical-Sentimental Orientation in Human Rights Education. Educational Philosophy and Theory 48:11, pages 1151-1167.
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Michalinos Zembylas. (2015) Derrida, Foucault and critical pedagogies of friendship in conflict-troubled societies. Discourse: Studies in the Cultural Politics of Education 36:1, pages 1-14.
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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) The Teaching of Patriotism and Human Rights: An uneasy entanglement and the contribution of critical pedagogy. Educational Philosophy and Theory 46:10, pages 1143-1159.
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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, Vivienne Bozalek & Tammy Shefer. (2014) Tronto's notion of privileged irresponsibility and the reconceptualisation of care: implications for critical pedagogies of emotion in higher education. Gender and Education 26:3, pages 200-214.
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