67 found
Order:
  1.  67
    Philosophy of education in a new key: Education for justice now.Marianna Papastephanou, Michalinos Zembylas, Inga Bostad, Sevget Benhur Oral, Kalli Drousioti, Anna Kouppanou, Torill Strand, Kenneth Wain, Michael A. Peters & Marek Tesar - 2022 - Educational Philosophy and Theory 54 (8):1083-1098.
    Marianna PapastephanouUniversity of CyprusSince Plato’s allegory of the cave two educational-philosophical critical modes have stood out: the descriptive (reality as it is) and the normative (reali...
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   15 citations  
  2.  19
    Rethinking political socialization in schools: The role of ‘affective indoctrination’.Michalinos Zembylas - 2022 - Educational Philosophy and Theory 54 (14):2480-2491.
    The purpose of this essay is to revisit the notion of indoctrination in education by providing a summary of the field and highlighting the role of affects and emotions in the aftermath of the ‘affective turn’. It is argued that affective indoctrination—defined as the emotional coercion or manipulation that, arguably, any form of education might use in order to be effective—is likely to invoke harm in students, intentionally or unintentionally. Hence, it is suggested that education theorists and educators in general (...)
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  3.  50
    Affect, race, and white discomfort in schooling: decolonial strategies for ‘pedagogies of discomfort’.Michalinos Zembylas - 2018 - Ethics and Education 13 (1):86-104.
    The present paper theorises white discomfort as not an individual psychologised emotion, but rather as a social and political affect that is part of the production and maintenance of white colonial structures and practices. Therefore, it is suggested that white discomfort cannot be critically addressed merely in pedagogic terms and conditions within schools and universities. By foregrounding white discomfort in broader terms, the aim of the paper is to provide a more holistic and dynamic account which opens up a realm (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   9 citations  
  4.  18
    Encouraging moral outrage in education: a pedagogical goal for social justice or not?Michalinos Zembylas - 2021 - Ethics and Education 16 (4):424-439.
    ABSTRACT Should educators encourage students to learn moral outrage in teaching about social (in)justice? If moral outrage is a catalyst for social change, to what extent can educators nurture this moral and political emotion in the classroom? These questions are at the heart of this essay. The aim is not to take sides for or against using moral outrage in education to motivate students towards change for the better, but rather to engage in an analysis and sorting through of various (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  5.  65
    ‘Pedagogy of discomfort’ and its ethical implications: the tensions of ethical violence in social justice education.Michalinos Zembylas - 2015 - Ethics and Education 10 (2):163-174.
    This essay considers the ethical implications of engaging in a pedagogy of discomfort, using as a point of departure Butler's reflections on ethical violence and norms. The author shows how this attempt is full of tensions that cannot, if ever, be easily resolved. To address these tensions, the author first offers a brief overview of the notion of pedagogy of discomfort and discusses its relevance with Foucault's idea of ‘ethic of discomfort’ and the promise of ‘safe classroom.’ Then, he focuses (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   9 citations  
  6.  19
    The Affective Modes of Right-Wing Populism: Trump Pedagogy and Lessons for Democratic Education.Michalinos Zembylas - 2019 - Studies in Philosophy and Education 39 (2):151-166.
    This paper argues that it is important for educators in democratic education to understand how the rise of right-wing populism in Europe, the United States and around the world can never be viewed apart from the affective investments of populist leaders and their supporters to essentialist ideological visions of nationalism, racism, sexism and xenophobia. Democratic education can provide the space for educators and students to think critically and productively about people’s affects, in order to identify the implications of different affective (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   5 citations  
  7.  20
    The Affective Modes of Right-Wing Populism: Trump Pedagogy and Lessons for Democratic Education.Michalinos Zembylas - 2019 - Studies in Philosophy and Education 39 (2):151-166.
    This paper argues that it is important for educators in democratic education to understand how the rise of right-wing populism in Europe, the United States and around the world can never be viewed apart from the affective investments of populist leaders and their supporters to essentialist ideological visions of nationalism, racism, sexism and xenophobia. Democratic education can provide the space for educators and students to think critically and productively about people’s affects, in order to identify the implications of different affective (...)
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   5 citations  
  8.  44
    The contribution of the ontological turn in education: Some methodological and political implications.Michalinos Zembylas - 2017 - Educational Philosophy and Theory 49 (14):1401-1414.
    This paper follows recent debates on the ontological turn in the social sciences and humanities to exemplify how this turn creates important openings of methodological and political potential in education. In particular, the paper makes an attempt to show two things: first, the new questions and possibilities that are opened from explicitly acknowledging the methodological and political consequences of the ontological turn in education—e.g. concerning agency, transformation, materiality and relations; and second, the importance of being clear about how educators and (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   7 citations  
  9.  52
    The “Crisis of Pity” and the Radicalization of Solidarity: Toward Critical Pedagogies of Compassion.Michalinos Zembylas - 2013 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 49 (6):504-521.
    (2013). The “Crisis of Pity” and the Radicalization of Solidarity: Toward Critical Pedagogies of Compassion. Educational Studies: Vol. 49, No. 6, pp. 504-521.
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   9 citations  
  10.  36
    From the Ethic of Hospitality to Affective Hospitality: Ethical, Political and Pedagogical Implications of Theorizing Hospitality Through the Lens of Affect Theory.Michalinos Zembylas - 2019 - Studies in Philosophy and Education 39 (1):37-50.
    The point of departure of this article is that hospitality in education has not been theorized in terms of emotion and affect, partly because its law have been discussed in ways that have not paid much attention to the role of emotion and affect. The analysis broadens our understanding of the ethics and politics of hospitality by considering it as a spatial and affective relational practice. In particular, concepts from affect theory such as the notion of affective atmospheres and atmospheric (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   4 citations  
  11.  14
    Dewey's Account of Habit through the Lens of Affect Theory.Michalinos Zembylas - 2021 - Educational Theory 71 (6):767-786.
    Educational Theory, Volume 71, Issue 6, Page 767-786, December 2021.
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  12.  28
    Toward a Critical-Sentimental Orientation in Human Rights Education.Michalinos Zembylas - 2016 - Educational Philosophy and Theory 48 (11).
    This paper addresses one of the challenges in human rights education concerning the conceptualization of a pedagogical orientation that avoids both the pitfalls of a purely juridical address and a ‘cheap sentimental’ approach. The paper uses as its point of departure Richard Rorty’s key intervention on human rights discourse and argues that a more critical orientation of Rorty’s proposal on ‘sentimental education’ has important implications for HRE. This orientation is not limited to perspectives such as Rorty’s voyeuristic approach to sentimentality, (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   5 citations  
  13.  36
    A Pedagogy of Unknowing: Witnessing Unknowability in Teaching and Learning.Michalinos Zembylas - 2005 - Studies in Philosophy and Education 24 (2):139-160.
    Using insights from the tradition of via negativa and the work of Emmanuel Levinas, this paper proposes that unknowability can occupy an important place in teaching and learning, a place that embraces the unknowable in general, as well as the unknowable Other, in particular. It is argued that turning toward both via negativa and Levinas offers us an alternative to conceptualizing the roles of the ethical and the unknowable in educational praxis. This analysis can open possibilities to transform how educators (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   10 citations  
  14.  14
    Affective pedagogies in civic education: Contesting the emotional governance of responses to terrorist attacks.Michalinos Zembylas - 2022 - British Journal of Educational Studies 70 (1):21-38.
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  15.  16
    Ethics, politics and affects: renewing the conceptual and pedagogical framework of addressing fanaticism in education.Michalinos Zembylas - 2022 - Ethics and Education 17 (3):261-276.
    This essay reconceptualizes fanaticism as an activity that does not rely on the condemnation of ‘fanatical’ acts as a priori ‘irrational.’ Rather, it theorizes fanaticism as a method of ethical and political critique against a regime of representation. It also argues that it is crucial to understand fanaticism through an approach that does not set up a dichotomy between affect and reason, disavowing the ‘irrational’ behavior of fanatics. Drawing on affect theory and particularly the entanglement of feeling-thinking, this paper emphasizes (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  16.  27
    (Un)happiness and social justice education: ethical, political and pedagogic lessons.Michalinos Zembylas - 2020 - Ethics and Education 15 (1):18-32.
    To recognize the causes of unhappiness is thus a part of our political cause. This is why any politics of justice will involve causing unhappiness even if that is not the point of our action. So mu...
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  17.  56
    Something 'paralogical' under the sun: Lyotard's postmodern condition and science education.Michalinos Zembylas - 2000 - Educational Philosophy and Theory 32 (2):159–184.
    Sometimes I dream that I am an astronaut. I land my spaceship on a distant planet. When I tell me children on that planet that on earth school is compulsory and that we have homework every evening, they split their sides laughing. And so I decide to stay with them for a long, long time… Well anyway… until the summer holidays. Each state of the mind is irreducible. The mere act of giving it a name, that is of classifying it, (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   10 citations  
  18.  24
    The Contribution of Non-representational Theories in Education: Some Affective, Ethical and Political Implications.Michalinos Zembylas - 2016 - Studies in Philosophy and Education 36 (4):393-407.
    This paper follows recent debates around theorizations of ‘affect’ and its distinction from ‘emotion’ in the context of non-representational theories to exemplify how the ontologization of affects creates important openings of ethical and political potential in educators’ efforts to make productive interventions in pedagogical spaces. The ontological orientation provided by NRT has two important implications for educational theory and practice. First, it exposes the indeterminacy and inventiveness of affective capacities of bodies, illustrating how diverse socio-materials events are variously enrolled in (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   4 citations  
  19.  8
    The Affective Dimensions of Militarism in Schools: Methodological, Ethical and Political Implications.Michalinos Zembylas - 2023 - British Journal of Educational Studies 71 (4):419-437.
    This article argues that it is important to understand militarism in schools as an affectively felt practice that reproduces particular feelings in youth and the society. The analysis draws on affect theory and especially feminist scholarly work that theorises militarism as affect to consider how militarism is affectively lived in schools. In particular, the article examines the ethical and political implications of affective militarism in schools and suggests an ‘affective methodology’ for exploring militarism’s affective logics in schools. It is also (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  20.  60
    Emotional capital and education: Theoretical insights from Bourdieu.Michalinos Zembylas - 2007 - British Journal of Educational Studies 55 (4):443-463.
    This article seeks to explore existing conceptualisations of emotional capital in educational research, and to undertake a critical analysis of these conceptualisations, including a reflection on my own explorations of teachers' and students' emotional practices. Drawing from Bourdieu's work, I offer a theoretical discussion of how emotional capital as a conceptual tool suggests a historically situated analysis of the often unrecognised mechanisms and emotion norms serving to maintain certain 'affective economies'. This point is made in reference to a brief discussion (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   8 citations  
  21.  63
    Reframing emotion in education through lenses of parrhesia and care of the self.Michalinos Zembylas & Lynn Fendler - 2007 - Studies in Philosophy and Education 26 (4):319-333.
    In this article, we critique two theoretical positions that analyze the place of emotions in education: the psychological strand and the cultural feminist strand. First of all, it is shown how a social control of emotions in education is reflected in the combination of psychological and cultural feminist discourses that function to govern one’s self effectively and efficiently. These discourses perpetuate an assumed divide between the rational and the emotional, and reinforce the existing power hierarchies and the status quo of (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   8 citations  
  22.  17
    Interrogating the Affective Politics of White Victimhood and Resentment in Times of Demagoguery: The Risks for Civics Education.Michalinos Zembylas - 2021 - Studies in Philosophy and Education 40 (6):579-594.
    This essay contributes to scholarly discussions on the affective politics of demagoguery, especially in relation to the rhetoric of white victimhood and resentment, by exploring how civics education could formulate an anti-demagogic pedagogical response. Contemporary understandings of demagoguery as a rhetoric that emphasizes in-group identity and frames solutions as a matter of punishing an out-group, while also converting the shared vulnerability of life into an affective politics of white victimhood, create a new urgency to reconsider how civics education may help (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  23.  5
    Something ‘Paralogical’ Under the Sun: Lyotard's Postmodern Condition and science education.Michalinos Zembylas - 2000 - Educational Philosophy and Theory 32 (2):159-184.
    Sometimes I dream that I am an astronaut. I land my spaceship on a distant planet. When I tell me children on that planet that on earth school is compulsory and that we have homework every evening, they split their sides laughing. And so I decide to stay with them for a long, long time… Well anyway… until the summer holidays. Each state of the mind is irreducible. The mere act of giving it a name, that is of classifying it, (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   6 citations  
  24.  35
    The Teaching of Patriotism and Human Rights: An uneasy entanglement and the contribution of critical pedagogy.Michalinos Zembylas - 2014 - Educational Philosophy and Theory 46 (10):1143-1159.
    This article examines the moral, political and pedagogical tensions that are created from the entanglement of patriotism and human rights, and sketches a response to these tensions in the context of critical education. The article begins with a brief review of different forms of patriotism, especially as those relate to human rights, and explains why some of these forms may be morally or politically valuable. Then, it offers a brief overview of human rights critiques, especially from the perspectives of Foucault, (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  25.  25
    Wilful Ignorance and the Emotional Regime of Schools.Michalinos Zembylas - 2017 - British Journal of Educational Studies 65 (4):499-515.
  26.  14
    Butler on (Non)violence, Affect and Ethics: Renewing Pedagogies for Nonviolence in Social Justice Education.Michalinos Zembylas - forthcoming - Educational Studies:1-16.
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  27.  20
    Affect/Emotion and Securitising Education: Re-Orienting the Methodological and Theoretical Framework for the Study of Securitisation in Education.Michalinos Zembylas - 2020 - British Journal of Educational Studies 68 (4):487-506.
    This article shows how theorising the entanglement of securitisation and education can be enhanced by attending to the power of affect and emotion. The author proposes a methodological and theoretical framework that offers the potential of a rich and promising research agenda which includes the role of affects and emotions in exploring securitisation in education. It is argued that this framework would have to do two important things. First, it would have to show how biopolitical techniques emerge from historicising securitisation (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  28.  67
    Caring for Teacher Emotion: Reflections on Teacher Self-Development.Michalinos Zembylas - 2003 - Studies in Philosophy and Education 22 (2):103-125.
  29. Emotion metaphors and emotional labor in science teaching.Michalinos Zembylas - 2004 - Science Education 88 (3):301-324.
     
    Export citation  
     
    Bookmark   5 citations  
  30.  41
    A politics of passion in education: The foucauldian legacy.Michalinos Zembylas - 2007 - Educational Philosophy and Theory 39 (2):135–149.
    Prompted by what is seen as a missing analysis in the discussions about passion and affect in education, this essay attempts to clarify and provide a context for understanding the contribution of Foucault in the discourse of passion. In particular, the author traces the politics of passion in Foucault's work. A ‘politics of passion’ is the analysis that challenges the cultural and historical emotional rules with respect to what passion is, how it is expressed, who gets to express it and (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   4 citations  
  31.  11
    A Politics of Passion in Education: The Foucauldian Legacy.Michalinos Zembylas - 2007 - Educational Philosophy and Theory 39 (2):135-149.
    Prompted by what is seen as a missing analysis in the discussions about passion and affect in education, this essay attempts to clarify and provide a context for understanding the contribution of Foucault in the discourse of passion. In particular, the author traces the politics of passion in Foucault's work. A ‘politics of passion’ is the analysis that challenges the cultural and historical emotional rules with respect to what passion is, how it is expressed, who gets to express it and (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   4 citations  
  32.  16
    Primary School Teachers’ Understandings of Human Rights and Human Rights Education (HRE) in Cyprus: An Exploratory Study.Constadina Charalambous, Stalo Lesta, Panayiota Charalambous & Michalinos Zembylas - 2015 - Human Rights Review 16 (2):161-182.
  33.  23
    Political anger, affective injustice, and civic education.Michalinos Zembylas - 2024 - Journal of Philosophy of Education 57 (6):1176-1192.
    This article analyses arguments and concerns about the emergence of feelings of anger amongst students, when issues of injustice are encountered in the study of the subject civic education. The aim is to determine the extent to which such concerns supply grounds for regulating anger as counterproductive. In particular, it is argued that to encourage students to forgo all feelings of anger that might be aroused by issues of injustice that students have encountered in civic education—in the name of positive (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  34.  13
    AssumingResponsibility for Justicein the Context of South Africa's Refugee Receiving Regime.Dorothee Hölscher, Vivienne G. Bozalek & Michalinos Zembylas - 2014 - Ethics and Social Welfare 8 (2):187-204.
  35.  53
    The Affective Dimension Of Epistemic Injustice.Michalinos Zembylas - 2023 - Educational Theory 72 (6):703-725.
    This essay focuses on the affective dimension of epistemic injustice — specifically, the affective harms and burdens of epistemic injustice on individuals and groups — and examines how pedagogy may help disrupt the affective injustice that epistemic injustice entails. This theorization facilitates the ability to recognize that affective wrongs are not separate from epistemic wrongs but are instead embedded in them. Here, Michalinos Zembylas brings recent philosophical inquiry on affective injustice into conversation with considerations of epistemic injustice in order to (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  36.  44
    Holocaust Laughter and Edgar Hilsenrath’s The Nazi and the Barber : Towards a Critical Pedagogy of Laughter and Humor in Holocaust Education.Michalinos Zembylas - 2018 - Studies in Philosophy and Education 37 (3):301-313.
    This article tries to defend the position that Holocaust Education can be enriched by appreciating laughter and humor as critical and transformative forces that not only challenge dominant discourses about the Holocaust and its representational limits, but also reclaim humanity, ethics, and difference from new angles and juxtapositions. Edgar Hilsenrath’s novel The Nazi and the Barber is discussed here as an example of literature that departs from representations of Holocaust as celebration of resilience and survival, portraying a world in which (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  37.  51
    Science Education as Emancipatory: The case of Roy Bhaskar's philosophy of meta‐Reality.Michalinos Zembylas - 2006 - Educational Philosophy and Theory 38 (5):665–676.
    In this essay, I argue that Roy Bhaskar's philosophy of meta‐Reality creates the middle way to theorize emancipation in critical science education: between empiricism and idealism on the one hand, and naïve realism and relativism, on the other hand. This theorization offers possibilities to transcend the usual dichotomies and dualisms that are often perpetuated in some feminist and multiculturalist accounts of critical science education. Further, meta‐Reality suggests a radically new way to re‐visit the suspect notion of emancipation. The implications for (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  38.  17
    Science Education as Emancipatory: The case of Roy Bhaskar's philosophy of meta‐Reality.Michalinos Zembylas - 2006 - Educational Philosophy and Theory 38 (5):665-676.
    In this essay, I argue that Roy Bhaskar's philosophy of meta‐Reality creates the middle way to theorize emancipation in critical science education: between empiricism and idealism on the one hand, and naïve realism and relativism, on the other hand. This theorization offers possibilities to transcend the usual dichotomies and dualisms that are often perpetuated in some feminist and multiculturalist accounts of critical science education. Further, meta‐Reality suggests a radically new way to re‐visit the suspect notion of emancipation. The implications for (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  39.  28
    The Ethics and Politics of Precarity: Risks and Productive Possibilities of a Critical Pedagogy for Precarity.Michalinos Zembylas - 2018 - Studies in Philosophy and Education 38 (2):95-111.
    This paper discusses Butler’s theory on the possibility of precarity to serve as the nexus of ethical relations, while also exploring some of the pitfalls of her theorization to reconceptualize the pedagogical implications of a critical pedagogy for precarity. In particular, the paper asks: How can precarity—understood as an ambivalent concept, as a paradoxical nexus of both possibilities and constraints—function pedagogically in a way that challenges its moralization? How can educators engage with precarity in ways that ‘re-frame’ it so that (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  40.  6
    Engaging Emotional Fundamentalism in the University Classroom: Pedagogical and Ethical Dilemmas.Michalinos Zembylas - forthcoming - British Journal of Educational Studies.
    The aim of this paper is to turn attention to the role of affects and emotions in fundamentalism, and examine two interrelated dilemmas that emerge when university instructors come across students who express fundamentalist beliefs and emotions in the classroom: pedagogical and ethical dilemmas. The paper examines these dilemmas through the analysis of an incident in which the author engaged with a student holding religious fundamentalist beliefs. The analysis brings two significant bodies of literature together – the literature on fundamentalism (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  41.  38
    Re‐envisioning Human Rights in the Light of Arendt and Rancière: Towards an Agonistic Account of Human Rights Education.Michalinos Zembylas - 2017 - Journal of Philosophy of Education 51 (4):709-724.
    This article takes up Arendt's ‘aporetic’ framing of human rights as well as Rancière's critique and suggests that reading them together may offer a way to re-envision human rights and human rights education —not only because they make visible the perplexities of human rights, but also in that they call for an agonistic understanding of rights; namely, the possibility to make new and plural political and ethical claims about human rights as practices that can be evaluated critically rather than taken (...)
    Direct download  
     
    Export citation  
     
    Bookmark   1 citation  
  42.  38
    The ethic of care in globalized societies: implications for citizenship education.Michalinos Zembylas - 2010 - Ethics and Education 5 (3):233 - 245.
    Illustrating the tensions and possibilities that the notion of the ethic of care as a democratic and citizenship issue may have in discourses of citizenship education in western states is the focus of this article. I first consider some theoretical debates on the definition of an ethic of care, especially in relation to issues of justice and (im)partiality. Then, I discuss the reconceptualization of care on the basis of two related but distinct themes: the reconciliation of justice and care, and (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  43.  23
    Racism, white supremacy and Roberto Esposito’s biopolitics through the lens of Black affect studies: Implications for an affirmative educational biopolitics.Michalinos Zembylas - 2024 - Educational Philosophy and Theory 56 (4):358-370.
    The objective of this article is to engage in a critical review of Roberto Esposito’s biopolitical account by including a thoroughgoing interrogation of racism and white supremacy through the lens of Black affect studies. It is argued that both white supremacy studies and Esposito’s framework could work side-by-side in ways that are productive for affirmative educational biopolitics. In particular, the analysis highlights two insights: first, engagement with white supremacy as a biopolitical category—in particular, white supremacy as an affective embodiment—is essential (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  44.  30
    Foucault and Human Rights: Seeking the Renewal of Human Rights Education.Michalinos Zembylas - 2016 - Journal of Philosophy of Education 50 (3):384-397.
    This article takes up Foucault's politics of human rights and suggests that it may constitute a point of departure for the renewal of HRE, not only because it rejects the moral superiority of humanism—the grounding for the dominant liberal framework of international human rights—but also because it makes visible the complexities of human rights as illimitable and as strategic tools for new political struggles. Enriching human rights critiques has important implications for HRE, precisely because these critiques prevent the dominance of (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  45.  32
    The Affective and Political Complexities of White Shame and Shaming: Pedagogical Implications for Anti-Racist Education.Michalinos Zembylas - 2022 - Studies in Philosophy and Education 41 (6):635-652.
    This article draws from the work of scholars in Critical Whiteness Studies to provide a nuanced analysis of ‘white shame’ in anti-racist education. In particular, it is argued that antiracist politics and pedagogy can be enriched by recognizing the affective and political complexities emerging from white shame and shaming. The purpose is to suggest that white shame has different manifestations depending on context and subject/group, and that those manifestations are related to feelings about white privilege, white ignorance, white fragility, and (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  46.  18
    Theorizing aesthetic injustice in democratic education: insights from Boal and Rancière.Michalinos Zembylas - 2022 - Ethics and Education 17 (4):388-402.
    This article examines some aspects of the entanglement between aesthetic injustice and epistemic injustice, paying special attention to how aesthetic injustice can be resisted in the classroom. The article brings into conversation Boal’s notion of aesthetic injustice with Rancière’s work on the overlapping of aesthetics and politics to suggest that a truly democratic education must work on the level of senses, so that students learn how to identify and resist aesthetic injustice in their everyday lives. Specifically, it is argued that (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  47.  34
    Teaching about/for ambivalent forgiveness in troubled societies.Michalinos Zembylas - 2012 - Ethics and Education 7 (1):19 - 32.
    In this article, the author argues that it would be valuable to look into less paradigmatic manifestations of forgiveness in schools, that is, pedagogical approaches that acknowledge the complexity of forgiveness in socio-political contexts ? namely, how forgiveness might be ambivalent, intermingled with both positive and negative emotions, and concerned with the standpoints of both the victim who offers forgiveness and the perpetrator who seeks forgiveness. The meaning and value of ambivalent forgiveness is presented through an extended reflection on a (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  48.  73
    Towards a Transformational Political Concept of Love in Critical Education.Maija Lanas & Michalinos Zembylas - 2014 - Studies in Philosophy and Education 34 (1):31-44.
    This paper makes a case for love as a powerful force for ‘transforming power’ in our educational institutions and everyday lives, and proposes that ‘revolutionary love’ serves as a moral and strategic compass for concrete individual and collective actions in critical education. The paper begins by reviewing current conceptualizations of love in critical education and identifies the potential for further theorization of the concept of love. It continues by theorizing love as a transformational political concept, focusing on six different perspectives (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  49.  30
    The long read: On the global relevance of the US elections.Fazal Rizvi, Michael A. Peters, Michalinos Zembylas, Shivali Tukdeo, Mark Mason, Lynn Mario T. M. de Souza, Wang Chengbing, Crain Soudien, Bob Lingard, Paul Tarc, Aparna Tarc, Conrad Hughes, Annette Bamberger, Lew Zipin & A. G. Rud - 2022 - Educational Philosophy and Theory 54 (14):2389-2408.
    At almost every election, Americans are inclined to say that this is the most consequential election in American history. 2020 is no exception. However, what is particularly remarkable about the No...
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  50.  31
    The long read: On the global relevance of the US elections.Paul Tarc, Fazal Rizvi, Michael A. Peters, Michalinos Zembylas, Shivali Tukdeo, Mark Mason, Lynn Mario T. M. de Souza, Wang Chengbing, Crain Soudien, Bob Lingard, Aprana Tarc, Conrad Hughes, Annette Bamberger, Lew Zipin & A. G. Rud - 2022 - Educational Philosophy and Theory 54 (14):2389-2408.
    At almost every election, Americans are inclined to say that this is the most consequential election in American history. 2020 is no exception. However, what is particularly remarkable about the No...
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
1 — 50 / 67