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Michalinos Zembylas. (2023) The resilience of racism and affective numbness: cultivating an aesthetics of attention in education. Critical Studies in Education 64:5, pages 411-427.
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Alison Wrench. (2023) Decolonising possibilities: health and physical education in initial teacher education. Curriculum Studies in Health and Physical Education 14:3, pages 306-322.
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Ramona Maile Cutri, Erin Feinauer Whiting & Eric Ruiz Bybee. (2023) Using Narrative Cycles to Advance Teacher Educators’ Emotional Work and Practice in an Era of Affective Polarization. Studying Teacher Education 19:3, pages 314-329.
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Pat Norman. (2023) Good teachers and counter conduct. Critical Studies in Education 64:4, pages 301-317.
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Michalinos Zembylas. (2023) Time-as-affect in neoliberal academy: theorizing chronopolitics as affective milieus in higher education. Studies in Higher Education 0:0, pages 1-12.
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Michalinos Zembylas. (2023) Higher education and the politics of boredom: towards an affirmative account. Globalisation, Societies and Education 0:0, pages 1-13.
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Kristin A. Sinclair, Sophia Rodriguez & Timothy P. Monreal. (2023) “We can be leaders”: minoritized youths’ subjugated (civic) knowledges and social futures in two urban contexts. International Journal of Qualitative Studies in Education 36:3, pages 392-410.
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Christopher T. McCaw & Jessica Gerrard. (2023) Post-secular affective labours of teaching: contemplative practices and the ‘belaboured self’. Critical Studies in Education 64:2, pages 134-150.
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Christian Beighton. (2023) Xenolexia's positivity: the alterity of academic writing and its pedagogical implications. Teaching in Higher Education 28:2, pages 423-438.
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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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Adam Davies. (2022) Professional ruptures in pre-service ECEC: Maddening early childhood education and care. Curriculum Inquiry 52:5, pages 571-592.
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Yuan Tao. (2022) Russian language teachers’ professional agency against the backdrop of the New National Teaching Quality Standards in China: an ecological perspective. Current Issues in Language Planning 23:4, pages 347-370.
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Laima Nomeikaite. (2022) Street art and evental heritage: from failure to discovery. International Journal of Heritage Studies 28:8, pages 923-939.
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Michalinos Zembylas. (2022) Ethics, politics and affects: renewing the conceptual and pedagogical framework of addressing fanaticism in education. Ethics and Education 17:3, pages 261-276.
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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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Nadeem A. Memon & jeewan chanicka. (2022) When religion intersects equity and inclusion: Muslim educator affective responses in Ontario public schools. Pedagogy, Culture & Society 0:0, pages 1-18.
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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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Michalinos Zembylas. (2021) Refusal as affective and pedagogical practice in higher education decolonization: a modest proposal. Teaching in Higher Education 26:7-8, pages 953-968.
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Samantha Schulz, Melanie Baak, Garth Stahl & Ben Adams. (2021) Restorative practices for preventing/countering violent extremism: an affective-discursive examination of extreme emotional incidents. British Journal of Sociology of Education 42:8, pages 1227-1245.
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Kathomi Gatwiri, Leticia Anderson & Marcelle Townsend-Cross. (2021) ‘Teaching shouldn’t feel like a combat sport’: how teaching evaluations are weaponised against minoritised academics. Race Ethnicity and Education 0:0, pages 1-17.
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Michalinos Zembylas. (2020) Butler on (Non)violence, Affect and Ethics: Renewing Pedagogies for Nonviolence in Social Justice Education. Educational Studies 56:6, pages 636-651.
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Yuanyuan Liu, Huan Wang & Ronghui Zhao. (2020) Teacher agency and spaces in changes of English language education policy. Current Issues in Language Planning 21:5, pages 548-566.
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Articles from other publishers (1)
Ana M. Vargas. (2021) Organising Everyday Resistance: An Ethnographic Study of Rickshaw Drivers in Bogotá. Bulletin of Latin American Research 40:3, pages 369-384.
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