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Curriculum Inquiry Volume 39, 2009 - Issue 4
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Articles

Radical Hope: Or, the Problem of Uncertainty in History Education

Lisa FarleyYork UniversityToronto, ON, Canada
Pages 537-554 | Published online: 07 Jan 2015

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Neil Harrison & Ivan Clarke. (2023) The impossibility of keeping history in the past: working beyond cognitive science to locate historical significance in the stolen generations. Asia-Pacific Journal of Teacher Education 51:3, pages 218-232.
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Annette Wentworth. (2021) Speaking in stitch: the Keiskamma Altarpiece as testimony to women’s experience of the HIV/AIDS pandemic in South Africa. Diaspora, Indigenous, and Minority Education 15:4, pages 276-285.
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Heather E. McGregor, Jackson Pind & Sara Karn. (2021) A ‘wicked problem’: rethinking history education in the Anthropocene. Rethinking History 25:4, pages 483-507.
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Polyxeni Stylianou & Michalinos Zembylas. (2021) Engaging with issues of death, loss, and grief in elementary school: Teachers’ perceptions and affective experiences of an in-service training program on death education in Cyprus. Theory & Research in Social Education 49:1, pages 54-77.
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Noreen Naseem Rodríguez. (2020) “Invisibility is not a natural state for anyone”: (Re)constructing narratives of Japanese American incarceration in elementary classrooms. Curriculum Inquiry 50:4, pages 309-329.
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Melina Porto & Michalinos Zembylas. (2020) Pedagogies of discomfort in foreign language education: cultivating empathy and solidarity using art and literature. Language and Intercultural Communication 20:4, pages 356-374.
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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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Clio Stearns. (2019) The complexities of development. Pedagogy, Culture & Society 27:4, pages 651-654.
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James Miles. (2019) Seeing and feeling difficult history: A case study of how Canadian students make sense of photographs of Indian Residential Schools. Theory & Research in Social Education 47:4, pages 472-496.
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Hannah Dyer. (2019) The contested design of children’s sexual education: queer growth and epistemic uncertainty. Gender and Education 31:6, pages 742-755.
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Michalinos Zembylas & Zvi Bekerman. (2019) Engaging with teachers’ difficult knowledge, seeking moral repair: the entanglement of moral and peace education. Journal of Peace Education 16:2, pages 155-174.
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Peter M. Nelson. (2018) A Most Necessary Pedagogy: A Call to Consider the Inner Lives of Students and Teachers in Social Studies Classrooms. Theory & Research in Social Education 46:3, pages 480-488.
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Joy Howard. (2018) Stitching Stories: Re-membering Human Enslavement in the Elementary Classroom. The New Educator 14:2, pages 91-108.
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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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Tsafrir Goldberg. (2017) Between Trauma and Perpetration: Psychoanalytical and Social Psychological Perspectives on Difficult Histories in the Israeli Context. Theory & Research in Social Education 45:3, pages 349-377.
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Debbie Sonu. (2016) Forgotten memories of a social justice education: Difficult knowledge and the impossibilities of school and research. Curriculum Inquiry 46:5, pages 473-490.
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H. James Garrett & Stacey L. Kerr. (2016) Theorizing the Use of Aesthetic Texts in Social Studies Education. Theory & Research in Social Education 44:4, pages 505-531.
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Michalinos Zembylas. (2016) The emotional regimes of reconciliation in history textbook revision: reflections on the politics of resentment and the politics of empathy in post-conflict societies. Pedagogy, Culture & Society 24:3, pages 329-342.
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Shaleen Cassily & Sara Clarke-Vivier. (2016) A pedagogy of possibility: Reading Roger Simon in the wake of Ferguson, Missouri. Curriculum Inquiry 46:1, pages 8-26.
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Nathan Moyo & Jairos Gonye. (2015) Representations of ‘difficult knowledge’ in a post-colonial curriculum: re-imagining Yvonne Vera’s The Stone Virgins as a ‘pedagogy of expiation’ in the Zimbabwean secondary school. Pedagogy, Culture & Society 23:3, pages 455-475.
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H. James Garrett. (2015) “This is the Kind of Hard That Knows”: Past, Presence, and Pedagogy in Toni Morrison's Beloved. Journal of Curriculum and Pedagogy 12:1, pages 36-52.
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Jennifer Anne Tupper. (2014) The Possibilities for Reconciliation Through Difficult Dialogues: Treaty Education as Peacebuilding. Curriculum Inquiry 44:4, pages 469-488.
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Julie Garlen Maudlin. (2014) The Abandonment of Hope: Curriculum Theory and White Moral Responsibility. Journal of Curriculum and Pedagogy 11:2, pages 136-153.
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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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H. James Garrett & Sara Matthews. (2014) Containing Pedagogical Complexity Through the Assignment of Photography: Two Case Presentations. Curriculum Inquiry 44:3, pages 332-357.
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Lisa Farley. (2014) Psychoanalytic notes on the status of depression in curriculum affected by histories of loss. Pedagogy, Culture & Society 22:1, pages 117-136.
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H. James Garrett. (2013) Before, after, in and beyond teacher education. Teachers and Teaching 19:6, pages 647-659.
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Avner Segall & James Garrett. (2013) White teachers talking race. Teaching Education 24:3, pages 265-291.
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David Lewkowich. (2012) Alone in the Classroom as Limit‐Case: Reading the Circulation of Emotions in Education as Provocative Psychic Interruption. Curriculum Inquiry 42:4, pages 454-471.
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Kent Den Heyer & Laurence Abbott. (2011) Reverberating Echoes: Challenging Teacher Candidates to Tell and Learn From Entwined Narrations of Canadian History. Curriculum Inquiry 41:5, pages 610-635.
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H. James Garrett. (2011) The Routing and Re-Routing of Difficult Knowledge: Social Studies Teachers Encounter When the Levees Broke . Theory & Research in Social Education 39:3, pages 320-347.
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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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Maria Vamvalis. (2023) “We’re fighting for our lives”: Centering affective, collective and systemic approaches to climate justice education as a youth mental health imperative. Research in Education, pages 003452372311600.
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Anna Zadora. (2022) History Teaching, Sensitive Issues and Identity Building in France. Education and Society 40:1, pages 47-64.
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Neil Harrison. (2022) Curriculum and the rise of theory: learning to be a stranger in the world. Curriculum Perspectives 42:1, pages 91-96.
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Michalinos Zembylas & Loizos Loukaidis. (2021) Affective practices, difficult histories and peace education: An analysis of teachers’ affective dilemmas in ethnically divided Cyprus. Teaching and Teacher Education 97, pages 103225.
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David Lewkowich. (2019) Crossing over and in between: The caesura of traumatic memory, and working through in poetry and image. Psychoanalysis, Culture & Society 24:4, pages 502-519.
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Catherine Manathunga & Dorothy Bottrell. 2019. Resisting Neoliberalism in Higher Education Volume II. Resisting Neoliberalism in Higher Education Volume II 1 22 .
Cathryn van KesselCathryn van Kessel. 2019. An Education in 'Evil'. An Education in 'Evil' 1 17 .
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.
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Kent den Heyer. 2018. The Wiley International Handbook of History Teaching and Learning. The Wiley International Handbook of History Teaching and Learning 227 251 .
Avner Segall, Brenda M. Trofanenko & Adam J. Schmitt. 2018. The Wiley International Handbook of History Teaching and Learning. The Wiley International Handbook of History Teaching and Learning 281 309 .
Laura J. Murray. (2018) Settler and Indigenous Stories of Kingston/Ka’tarohkwi: A Case Study in Critical Heritage Pedagogy. Journal of Canadian Studies 52:1, pages 249-279.
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Janie Hubbard & Holly Hilboldt Swain. (2023) Using the U.S. Civil Rights Movement to Explore Social Justice Education with K-6 Pre-Service Teachers. The Journal of Social Studies Research 41:3, pages 217-233.
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Sara Matthews & H. James Garrett. 2016. Forms of Practitioner Reflexivity. Forms of Practitioner Reflexivity 15 41 .
Nicholas Ng-A-Fook. 2015. Autobiography and Teacher Development in China. Autobiography and Teacher Development in China 121 150 .
H. James Garrett & Avner Segall. (2013) (Re)Considerations of Ignorance and Resistance in Teacher Education. Journal of Teacher Education 64:4, pages 294-304.
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Nicholas Ng-A-Fook. 2013. Contemporary Studies in Environmental and Indigenous Pedagogies. Contemporary Studies in Environmental and Indigenous Pedagogies 285 305 .
Steve Alsop & Leesa Fawcett. (2010) After this nothing happened. Cultural Studies of Science Education 5:4, pages 1027-1045.
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