38 found
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  1.  6
    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 (...)
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  2.  5
    Toward a Critical-Sentimental Orientation in Human Rights Education.Michalinos Zembylas - 2016 - Educational Philosophy and Theory 48 (11).
  3.  10
    The Contribution of Non-Representational Theories in Education: Some Affective, Ethical and Political Implications.Michalinos Zembylas - 2017 - 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 (...)
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  4.  25
    The “Crisis of Pity” and the Radicalization of Solidarity: Toward Critical Pedagogies of Compassion.Michalinos Zembylas - 2013 - Educational Studies: Journal of the American Educational Studies Association 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.
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  5.  19
    ‘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 (...)
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  6.  30
    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.
  7.  44
    Interrogating "Teacher Identity": Emotion, Resistance, and Self-Formation.Michalinos Zembylas - 2003 - Educational Theory 53 (1):107-127.
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  8.  18
    "Structures of Feeling" in Curriculum and Teaching: Theorizing the Emotional Rules.Michalinos Zembylas - 2002 - Educational Theory 52 (2):187-208.
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  9.  6
    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 (...)
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  10.  18
    A Pedagogy of Unknowing: Witnessing Unknowability in Teaching and Learning.Michalinos Zembylas - 2005 - Studies in Philosophy and Education 24 (2):139-160.
  11.  12
    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 (...)
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  12.  49
    Citizenship Education and Human Rights in Sites of Ethnic Conflict: Toward Critical Pedagogies of Compassion and Shared Fate. [REVIEW]Michalinos Zembylas - 2012 - Studies in Philosophy and Education 31 (6):553-567.
    The present essay discusses the value of citizenship as shared fate in sites of ethnic conflict and analyzes its implications for citizenship education in light of three issues: first, the requirements of affective relationality in the notion of citizenship-as-shared fate; second, the tensions between the values of human rights and shared fate in sites of ethnic conflict; and third, the ways in which citizenship education might overcome these tensions without falling into the trap of psychologization and instrumentalization, but rather focusing (...)
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  13.  25
    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 (...)
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  14.  17
    Making Sense of Traumatic Events: Toward a Politics of Aporetic Mourning in Educational Theory and Pedagogy.Michalinos Zembylas - 2009 - Educational Theory 59 (1):85-104.
    In this essay, Michalinos Zembylas examines how the work of mourning can evoke public and school pedagogies that provide an alternative way of relating to otherness and trauma — not through remaining fixated on simply representing the other’s or one’s own trauma, but in the insistence on remaining inconsolable before suffering. A major concern is the normalization of mourning in school and public discourses through the establishment of boundaries between grievable and ungrievable lives. Zembylas argues that the violence unleashed through (...)
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  15.  16
    The Sound of Silence in Pedagogy.Michalinos Zembylas & Pavlos Michaelides - 2004 - Educational Theory 54 (2):193-210.
  16.  19
    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 (...)
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  17.  8
    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 (...)
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  18.  25
    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 (...)
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  19.  4
    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):1-17.
  20.  2
    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.
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  21.  4
    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 (...)
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  22.  16
    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, (...)
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  23.  15
    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 (...)
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  24.  9
    Witnessing in the Classroom: The Ethics and Politics of Affect.Michalinos Zembylas - 2006 - Educational Theory 56 (3):305-324.
    In this essay, Michalinos Zembylas explores the meaning of affect and its importance to educational efforts to create the classroom conditions necessary for students and teachers to become critical witnesses to trauma and oppression. Zembylas draws out some of the ethical and political possibilities that emerge through such efforts, and extends our thinking about the affective possibilities of witnessing. His aims are threefold: to discuss the nature of affect and the affective economies of witnessing; to show some of the ways (...)
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  25.  24
    Bearing Witness to the Ethics and Politics of Suffering: J. M. Coetzee’s Disgrace, Inconsolable Mourning, and the Task of Educators.Michalinos Zembylas - 2009 - Studies in Philosophy and Education 28 (3):223-237.
  26.  46
    Caring for Teacher Emotion: Reflections on Teacher Self-Development.Michalinos Zembylas - 2003 - Studies in Philosophy and Education 22 (2):103-125.
  27.  12
    The Unbearable Lightness of Representing 'Reality' in Science Education: A Response to Schulz.Michalinos Zembylas - 2008 - Educational Philosophy and Theory 40 (4):494-514.
    This article responds to Schulz's criticisms of an earlier paper published in Educational Philosophy and Theory. The purpose in this paper is to clarify and extend some of my earlier arguments, to indicate what is unfortunate (i.e. what is lost) from a non-charitable, modernist reading of Lyotardian postmodernism (despite its weaknesses), and to suggest what new directions are emerging in science education from efforts to move beyond an either/or dichotomy of foundationalism and relativism.
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  28.  31
    Response to Claudia Eppert’s Review of The Politics of Trauma in Education.Michalinos Zembylas - 2009 - Studies in Philosophy and Education 28 (5):481-483.
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  29.  4
    Emotion Metaphors and Emotional Labor in Science Teaching.Michalinos Zembylas - 2004 - Science Education 88 (3):301-324.
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  30.  5
    Wilful Ignorance and the Emotional Regime of Schools.Michalinos Zembylas - 2017 - British Journal of Educational Studies 65 (4):499-515.
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  31.  16
    Towards a Transformational Political Concept of Love in Critical Education.Maija Lanas & Michalinos Zembylas - 2015 - 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 (...)
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  32.  27
    Levinas and the "Inter-Face": The Ethical Challenge of Online Education.Michalinos Zembylas & Charalambos Vrasidas - 2005 - Educational Theory 55 (1):61-78.
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  33.  19
    Mourning and Forgiveness as Sites of Reconciliation Pedagogies.Michalinos Zembylas - 2011 - Journal of Bioethical Inquiry 8 (3):257-265.
    This paper explores mourning and forgiveness not simply as sources of existential, political, or emotional meaning, but primarily as possible sites of reconciliation pedagogies . Reconciliation pedagogies are public and school pedagogical practices that examine how certain ideas can enrich our thinking and action toward reconciliation—not through a moralistic agenda but through an approach that views such ideas both constructively and critically. Mourning and forgiveness may constitute valuable points of departure for reconciliation pedagogies, if common pain is acknowledged as an (...)
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  34.  12
    Pedagogies of Hauntology in History Education: Learning to Live with the Ghosts of Disappeared Victims of War and Dictatorship.Michalinos Zembylas - 2013 - Educational Theory 63 (1):69-86.
    Michalinos Zembylas examines how history education can be reconceived in terms of Jacques Derrida's notion of “hauntology,” that is, as an ongoing conversation with the “ghost” — in the case of this essay, the ghosts of disappeared victims of war and dictatorship. Here, Zembylas uses hauntology as both metaphor and pedagogical methodology for deconstructing the orthodoxies of academic history thinking and learning about “the disappeared.” As metaphor, hauntology evokes the figure of the ghost in order both to trouble the hegemonic (...)
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  35.  6
    Primary School Teachers’ Understandings of Human Rights and Human Rights Education in Cyprus: An Exploratory Study.Constadina Charalambous, Stalo Lesta, Panayiota Charalambous & Michalinos Zembylas - 2015 - Human Rights Review 16 (2):161-182.
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  36.  10
    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 (...)
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  37.  8
    Introduction.Michalinos Zembylas - 2006 - Educational Philosophy and Theory 38 (5):585–587.
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  38.  7
    Michel Serres: A Troubadour for Science, Philosophy and Education.Michalinos Zembylas - 2002 - Educational Philosophy and Theory 34 (4):477–502.
    When all the people of the world finally speak the same language and commune in the same message or the same norm of reason, we will descend, idiot imbeciles, lower than rats, more stupidly than lizards. The same maniacal language and science, the same repetitions of the same in all latitudes–an earth covered with screeching parrots. The goal of instruction is the end of instruction, that is to say invention. Invention is the only true intellectual act, the only act of (...)
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