References
- Ahmed, S. (2004). The cultural politics of emotion. Edinburgh: Edinburgh University Press.
- Ahmed, S. (2012). On being included: Racism and diversity in institutional life. Durham, NC: Duke University Press.
- Albrecht-Crane, C. (2005). Pedagogy as friendship: Identity and affect in the conservative classroom. Cultural Studies, 19, 491–514. doi:10.1080/09502380500219548
- Aldridge, J. M., Fraser, B. J., & Sebela, M. P. (2004). Using teacher action research to promote constructivist learning environments in South Africa. South African Journal of Education, 24(4), 245–253.
- Berlant, L. (2004). Compassion: The culture and politics of an emotion. New York, NY: Routledge.
- Bogdan, R. C., & Biklen, S. K. (2007). Qualitative research for education: An introduction to theories and methods. Boston, MA: Person Education.
- Boler, M. (1999). Feeling power: Emotions and education. London: Routledge.
- Boler, M. (2004). Teaching for hope: The ethics of shattering world views. In D. Liston & J. Garrison (Eds.), Teaching, learning and loving: Reclaiming passion in educational practice (pp. 117–131). New York, NY: RoutledgeFalmer.
- Boler, M., & Zembylas, M. (2003). Discomforting truths: The emotional terrain of understanding differences. In P. Tryfonas (Ed.), Pedagogies of difference: Rethinking education for social justice (pp. 110–136). New York, NY: Routledge.
- Boltanski, L. (1999). Distant suffering: Morality, media and politics. Cambridge: Cambridge University Press.
- Bonilla-Silva, E. (2010). Racism without racists: Color-blind racism and the persistence of racial inequality in America. New York, NY: Rowman & Littlefield.
- Bonilla-Silva, E., & Embrick, D. (2006). Racism without racists: ‘Killing me softly’ with color blindness. In C. Rossotto, R. L. Allen, & M. Pruyn (Eds.), Reinventing critical pedagogy (pp. 21–34). Lanham, MD: Rowman & Littlefield.
- Brown, T. N. (2003). Critical race theory speaks to the sociology of mental health: Mental health problems produced by racial stratification. Journal of Health and Social Behavior, 292–301. doi:10.2307/1519780
- Chouliaraki, L. (2010). Post-humanitarianism: Humanitarian communication beyond a politics of pity. International Journal of Cultural Studies, 13, 107–126. doi:10.1177/1367877909356720
- Cohen, S. (2001). States of denial: Knowing about atrocities and suffering. Cambridge: Polity Press.
- Daniels, J. (1997). White lies: Race, class, gender and sexuality in white supremacist discourse. New York, NY: Routledge.
- Day, C. (2004). A passion for teaching. New York, NY: RoutledgeFalmer.
- DeCuir, J. T., & Dixson, A. D. (2004). So when it comes out, they aren’t that surprised that it is there: Using critical race theory as a tool of analysis of race and racism in education. Educational Researcher, 33(5), 26–31. doi:10.3102/0013189X033005026
- Duncan, G. (2002). CRT and method: Rendering race in urban ethnographic research. Qualitative Inquiry, 8(1), 85–104.
- Fanon, F. (1967). White skin, black masks. New York, NY: Grove Press.
- Fay, J., & Funk, D. (1995). Teaching with love and logic: Taking control of the classroom. Golden, CO: The Love and Logic Press.
- Gallagher, C. A. (2008). ‘The end of racism’ as the new doxa: New strategies for researching race. In T. Zuberi & E. Bonilla-Silva (Eds.), White logic, white methods: Racism and methodology (pp. 163). Lanham, MD: Rowman & Littlefield Publishers.
- Georgis, D., & Kennedy, R. M. (2009). Touched by injury: Toward an educational theory of anti-racist humanism. Ethics and Education, 4(1), 19–30. doi:10.1080/17449640902860663
- Geras, N. (1999). The contract of mutual indifference: Political philosophy after the holocaust. London: Verso.
- Gillborn, D. (2008). Racism and education: Coincidence or conspiracy? London: Routledge.
- Halpern, J., & Weinstein, H. M. (2004). Rehumanizing the other: Empathy and reconciliation. Human Rights Quarterly, 26, 561–583. doi:10.1353/hrq.2004.0036
- Hayes, K. (2010). Why teach in urban settings? In S. Steingberg (Ed.), 19 urban questions in teaching in the city. New York, NY: Peter Lang Publishing.
- Hook, D. (2005). Affecting whiteness: Racism as technology of affect. International Journal of Critical Psychology, 16, 74–99.
- Hook, D. (2012). Theorizing ‘race trouble’: On racism, racializing practice, and the question of affect. Theory & Psychology, 22(5), 707–712. doi:10.1177/0959354311433142
- Ignatiev, N., & Garvey, J. (Eds.). (1996). Race traitor. New York, NY: Routledge.
- Jansen, J. (2009). Knowledge in the blood: Confronting race and the apartheid past. Stanford, CA: Stanford University Press.
- Kemmis, S., & McTaggart, R. (2005). Participatory action research: Communicative action and the public sphere. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (pp. 559–603). Thousand Oaks, CA: Sage.
- Kemmis, S., McTaggart, R., & Nixon, R. (2014). The action research planner: Doing critical participatory action research. Singapore: Springer Singapore.
- Ladson-Billings, G. (1998). Just what is critical race theory and what’s it doing in a nice field like education? International Journal of Qualitative Studies in Education, 11(1), 7–24.
- Leibowitz, B., Bozalek, V., Carolissen, R., Nicholls, L., Rohleder, P., & Swartz, L. (2010). Bringing the social into pedagogy: Unsafe learning in an uncertain world. Teaching in Higher Education, 15(2), 123–133. doi:10.1080/13562511003619953
- Leonardo, Z. (2009). Race, whiteness, and education. New York, NY: Routledge.
- Leonardo, Z., & Porter, R. K. (2010). Pedagogy of fear: toward a Fanonian theory of ‘safety’ in race dialogue. Race Ethnicity and Education, 13(2), 139–157.
- Leonardo, Z., & Zembylas, M. (2013). Whiteness as technology of affect: Implications for educational praxis. Equity and Excellence in Education, 46(1), 150–165. doi:10.1080/10665684.2013.750539
- Lewis, A., & Manno, M. (2011). The best education for some: Race and schooling in the United States today. In M. K. Jung, J. C. Vargas, & E. Bonilla-Silva (Eds.), State of white supremacy: Racism, governance, and the United States. Stanford, CA: Stanford University Press.
- Lindquist, J. (2004). Class affects, classroom affectations: Working through the paradoxes of strategic empathy. College English, 67(2), 187–209. doi:10.2307/4140717
- Lipsitz, G. (2006). The possessive investment in whiteness: How white people profit in identity politics. Philadelphia, PA: Temple University Press.
- Liston, D., & Garrison, J. (Eds.). (2004). Teaching, learning and loving: Reclaiming passion in educational practice. New York, NY: RoutledgeFalmer.
- Matias, C. E. (2013a). On the flip side: A teacher educator of color unveiling the dangerous minds of white teacher candidates. Teacher Education Quarterly, 40(2), 53–73.
- Matias, C. E. (2013b). Check yo’self before yo’ wreck yo’self and our kids: From culturally responsive white teachers? To culturally responsive white teachers! Interdisciplinary Journal of Teaching and Learning, 3(2), 68–81.
- Matias, C. E., & Allen, R. L. (2014). Loving whiteness to death: Sadomasochism, emotionality and the possibility of a humanizing love. Berkeley Review of Education, 4(2), 285–309.
- Matias, C. E., Viesca, K., Garrison-Wade, D., Tandon, M., & Galindo, R. (in press). What is critical whiteness doing in our nice field like CRT?. Equity and Excellence.
- Mills, C. (2007). White ignorance. In S. Sullivan & N. Tuana (Eds.), Race and epistemologies of ignorance. New York: State University of New York Press.
- Nieto, S. (2003). What keeps teachers going. New York, NY: Teachers College Press.
- Noddings, N. (2003). Caring: A feminine approach to ethics and moral education. Berkeley: University of California Press.
- Oliver, M., & Shapiro, T. (1997). Black wealth/white wealth: A new perspective on racial inequality. New York, NY: Routledge.
- Palmer, P. J. (2010). The courage to teach: Exploring the inner landscape of a teacher’s life. San Francisco, CA: Wiley Prints.
- Porter, E. (2006). Can politics practice compassion? Hypatia, 21, 97–123. doi:10.1111/j.1527-2001.2006.tb01130.x
- Pyke, K., & Dang, T. (2003). ‘FOB’ and ‘whitewashed’: Identity and internalized racism among second generation Asian Americans. Qualitative Sociology, 26(2), 147–172. doi:10.1023/A:1022957011866
- Scheurich, J. J., & Young, M. D. (1997). Coloring epistemologies: Are our research epistemologies racially biased? Educational Researcher, 26(4), 4–16.
- Sleeter, C. E. (2001). Preparing teachers for culturally diverse schools: Research and the overwhelming presence of whiteness. Journal of Teacher Education, 52(2), 94–106. doi:10.1177/0022487101052002002
- Thandeka. (1999). Learning to be white: Money, race, and God in America. New York, NY: Continuum International.
- Trainor, J. S. (2008). Rethinking racism: Emotion, persuasion, and literacy education in an all-white high school. Carbondale: Southern Illinois University Press.
- Valenzuela, A. (1999). Subtractive schooling: US-Mexican youth and the politics of caring. New York, NY: Suny Press.
- Whitebrook, M. (2002). Compassion as a political virtue. Political Studies, 50, 529–544. doi:10.1111/1467-9248.00383
- Winans, A. (2010). Cultivating racial literacy in white, segregated settings: Emotions as site of ethical engagement and inquiry. Curriculum Inquiry, 40(3), 475–491. doi:10.1111/j.1467-873X.2010.00494.x
- Yosso, T., & Garcia, D. (2007). “This Is No Slum!” a critical race theory analysis of community cultural wealth in Culture Clash’s Chavez Ravine. Journal of Chicano Studies, 32(1), 145–154.
- Zembylas, M. (2010). Teachers’ emotional experiences of growing diversity and multiculturalism in schools and the prospects of an ethic of discomfort. Teachers and Teaching: Theory and Practice, 16(6), 703–716. doi:10.1080/13540602.2010.517687
- Zembylas, M. (2011). Investigating the emotional geographies of exclusion at a multicultural school. Emotion, Space and Society, 4, 151–159. doi:10.1016/j.emospa.2010.03.003
- Zembylas, M. (2012). Pedagogies of strategic empathy: Navigating through the emotional complexities of antiracism in higher education. Teaching in Higher Education, 17(2), 113–125. doi:10.1080/13562517.2011.611869
- Zembylas, M. (2013a). Critical pedagogy and emotion: Working through ‘troubled knowledge’ in posttraumatic contexts. Critical Studies in Education, 54(2), 176–189. doi:10.1080/17508487.2012.743468
- Zembylas, M. (2013b). The ‘crisis of pity’ and the radicalization of solidarity: Toward critical pedagogies of compassion. Educational Studies: A Journal of the American Educational Studies Association, 49, 504–521. doi:10.1080/00131946.2013.844148
- Zembylas, M., & Boler, M. (2002). On the spirit of patriotism: Challenges of a ‘pedagogy of discomfort.’ Special issue on Education and September 11, Teachers College Record On-line. Retrieved from http://tcrecord.org