49 found
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  1.  28
    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 - forthcoming - Educational Philosophy and Theory:1-16.
    Marianna Papastephanou University of Cyprus Since Plato’s allegory of the cave two educational-philosophical critical modes have stood out: the descriptive and the normative (rea...
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  2.  21
    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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  3.  36
    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.
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  4.  14
    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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  5.  15
    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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  6.  14
    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, (...)
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  7.  32
    ‘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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  8.  7
    The Affective Modes of Right-Wing Populism: Trump Pedagogy and Lessons for Democratic Education.Michalinos Zembylas - 2020 - 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 (...)
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  9.  46
    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 (...)
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  10.  13
    The Ethics and Politics of Precarity: Risks and Productive Possibilities of a Critical Pedagogy for Precarity.Michalinos Zembylas - 2019 - 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 (...)
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  11.  24
    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 (...)
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  12.  5
    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.
  13.  38
    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.  36
    The Sound of Silence in Pedagogy.Michalinos Zembylas & Pavlos Michaelides - 2004 - Educational Theory 54 (2):193-210.
  15.  77
    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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  16.  42
    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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  17.  2
    The Affective Modes of Right-Wing Populism: Trump Pedagogy and Lessons for Democratic Education.Michalinos Zembylas - 2020 - 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 (...)
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  18.  24
    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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  19.  20
    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.
    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, (...)
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  20.  28
    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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  21.  15
    Wilful Ignorance and the Emotional Regime of Schools.Michalinos Zembylas - 2017 - British Journal of Educational Studies 65 (4):499-515.
  22.  22
    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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  23.  19
    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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  24.  4
    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.
  25.  31
    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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  26.  7
    Emotion Metaphors and Emotional Labor in Science Teaching.Michalinos Zembylas - 2004 - Science Education 88 (3):301-324.
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  27.  29
    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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  28.  13
    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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  29.  8
    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.
  30.  58
    Caring for Teacher Emotion: Reflections on Teacher Self-Development.Michalinos Zembylas - 2003 - Studies in Philosophy and Education 22 (2):103-125.
  31.  53
    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.
    How can educators and their students interrogate the ethics and politics of suffering in ways that do not create fixed and totalized narratives from the past? In responding to this question, this essay draws on J. M. Coeetze’s Disgrace, and discusses how this novel constitutes a crucial site for bearing witness to the suffering engendered by apartheid through inventing new forms of mourning and community. The anti-historicist stance of the novel is grounded on the notion that bearing witness to suffering (...)
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  32.  30
    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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  33.  16
    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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  34.  36
    Levinas and the "Inter-Face": The Ethical Challenge of Online Education.Michalinos Zembylas & Charalambos Vrasidas - 2005 - Educational Theory 55 (1):61-78.
  35.  39
    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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  36.  9
    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 - forthcoming - Educational Philosophy and Theory:1-20.
    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...
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  37.  4
    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 - forthcoming - Educational Philosophy and Theory:1-20.
  38.  1
    Affective Pedagogies in Civic Education: Contesting the Emotional Governance of Responses to Terrorist Attacks.Michalinos Zembylas - forthcoming - British Journal of Educational Studies:1-18.
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  39.  4
    Butler on (Non)Violence, Affect and Ethics: Renewing Pedagogies for Nonviolence in Social Justice Education.Michalinos Zembylas - forthcoming - Educational Studies:1-16.
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  40.  16
    From the Ethic of Hospitality to Affective Hospitality: Ethical, Political and Pedagogical Implications of Theorizing Hospitality Through the Lens of Affect Theory.Michalinos Zembylas - 2020 - 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 (...)
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  41.  7
    Happiness and Social Justice Education: Ethical, Political and Pedagogic Lessons.Michalinos Zembylas - 2020 - Ethics and Education 15 (1):18-32.
    ABSTRACTThis paper aims: to draw attention to relational and political understandings of happiness in education discourses and their implications for remedying racial and social inequalities and suffering, and to illustrate how unhappiness and suffering might offer valuable ethical, political and pedagogic lessons on the limits of the promise of happiness in social justice education. The analysis draws on Sara Ahmed’s work to theorise multiculturalism and racial equality as ‘happy objects’, namely, as objects towards which good feelings are directed and bad (...)
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  42.  21
    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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  43.  9
    Introduction.Michalinos Zembylas - 2006 - Educational Philosophy and Theory 38 (5):585–587.
  44.  4
    Interrogating the Affective Politics of White Victimhood and Resentment in Times of Demagoguery: The Risks for Civics Education.Michalinos Zembylas - forthcoming - Studies in Philosophy and Education:1-16.
    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 (...)
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  45.  5
    Mourning Postmodernism in Educational Theory.Michalinos Zembylas - 2018 - Educational Philosophy and Theory 50 (14):1608-1609.
  46.  22
    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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  47.  9
    On the Unrepresentability of Affect in Lyotard’s Work: Towards Pedagogies of Ineffability.Michalinos Zembylas - 2020 - Educational Philosophy and Theory 52 (2):180-191.
    This article explores how Jean François Lyotard reflects on affect as unrepresentable in relation to contemporary affect theory and specifically post-Deleuzian perspectives and non-represen...
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  48.  22
    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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  49.  36
    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.