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Curriculum Inquiry Volume 41, 2011 - Issue 3
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Original Articles

Reparative Curriculum

Aparna Mishra TarcYork University, Toronto, Ontario, Canada
Pages 350-372 | Published online: 07 Jan 2015

Citations (36)

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Jennifer Brant. (2023) Confronting colonial violences in and out of the classroom: Advancing curricular moves toward justice through Indigenous Maternal Pedagogies. Curriculum Inquiry 53:3, pages 244-267.
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Neil Harrison, Sue Stanton, Richard Manning & Wally Penetito. (2022) Teaching in the name of justice: empathy and vulnerability as a basis for understanding difficult histories. Pedagogy, Culture & Society 30:5, pages 681-696.
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Peter M. Nelson & Brian Scott Durham. (2022) Vibrant curriculum: Theorizing a new materialist social studies. Journal of Curriculum and Pedagogy 19:3, pages 231-253.
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Professor Michalinos Zembylas. (2022) Post-truth as difficult knowledge: fostering affective solidarity in anti-racist education. Pedagogy, Culture & Society 30:3, pages 295-310.
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Larissa McLean Davies & Lucy Buzacott. (2022) Rethinking literature, knowledge and justice: selecting ‘difficult’ stories for study in school english. Pedagogy, Culture & Society 30:3, pages 367-381.
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Gabrielle Moser. (2021) School Photos in Liquid Time: Reframing Difference. Photography and Culture 14:4, pages 457-462.
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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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H. James Garrett. (2020) Containing classroom discussions of current social and political issues. Journal of Curriculum Studies 52:3, pages 337-355.
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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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Michalinos Zembylas. (2018) Political depression, cruel optimism and pedagogies of reparation: questions of criticality and affect in human rights education. Critical Studies in Education 59:1, pages 1-17.
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Lucy El-Sherif & Mark Sinke. (2018) “One message, all the time and in every way”: Spatial subjectivities and pedagogies of citizenship. Curriculum Inquiry 48:1, pages 35-52.
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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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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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Anwar Ahmed. (2017) Emotions in the curriculum of migrant and refugee students. Curriculum Inquiry 47:1, pages 112-124.
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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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Bryan Smith. (2016) Mobile applications and decolonization: Cautionary notes about the curriculum of code. Journal of Curriculum and Pedagogy 13:2, pages 144-163.
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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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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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Lisa Farley. (2013) Without discipleship: a psychoanalytic study of influence for education. Pedagogy, Culture & Society 21:3, pages 361-382.
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Aparna Rita Mishra Tarc. (2013) Wild reading: this madness to our method. International Journal of Qualitative Studies in Education 26:5, pages 537-552.
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Lisa Farley. (2012) An Essay is Being Written: Between Aggression and ‘Just Words’. Changing English 19:2, pages 167-178.
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Articles from other publishers (12)

Jennifer Brant. (2023) Finding Homeplace within Indigenous Literatures: Honoring the Genealogical Legacies of bell hooks and Lee Maracle. Hypatia, pages 1-20.
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Agustín de la Herrán Gascón & Pablo Rodríguez Herrero. (2022) The radical inclusive curriculum: contributions toward a theory of complete education. Asia Pacific Education Review.
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Michalinos Zembylas. (2022) The Affective and Political Complexities of White Shame and Shaming: Pedagogical Implications for Anti-Racist Education. Studies in Philosophy and Education 41:6, pages 635-652.
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Roozbeh Shirazi. (2022) “Why Do We Need to Know About This?”: U.S. Imperialism, Persepolis , and Knowledge Production on Iran in the Classroom . Journal of Teacher Education 73:4, pages 397-409.
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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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Maria Tsouroufli. 2021. Gender Equality and Stereotyping in Secondary Schools. Gender Equality and Stereotyping in Secondary Schools 93 124 .
Michalinos Zembylas. (2019) “Shame at being human” as a transformative political concept and praxis: Pedagogical possibilities. Feminism & Psychology 29:2, pages 303-321.
Crossref
Michalinos Zembylas & André KeetMichalinos Zembylas & André Keet. 2019. Critical Human Rights Education. Critical Human Rights Education 77 92 .
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.
Crossref
Sara A. Levy & Maia Sheppard. 2018. The Wiley International Handbook of History Teaching and Learning. The Wiley International Handbook of History Teaching and Learning 365 387 .
Lisa Farley & Aparna Mishra Tarc. (2014) Drawing Trauma. Journal of the American Psychoanalytic Association 62:5, pages 835-854.
Crossref
Bryan Smith, Nicholas Ng-A-Fook & Julie Corrigan. (2015) Mobile(izing) Educational Research: Historical literacy, m-learning, and technopolitics. McGill Journal of Education 49:3, pages 583-602.
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