All Stories

  1. Emotions, affects, and trauma in classrooms: Moving beyond the representational genre
  2. Reflections on decolonizing peace education in Korea: a critique and some decolonial pedagogic strategies
  3. Re-conceptualizing complicity in the social justice classroom: affect, politics and anti-complicity pedagogy
  4. On the unrepresentability of affect in Lyotard’s work: Towards pedagogies of ineffability
  5. The affective dimension of everyday resistance: implications for critical pedagogy in engaging with neoliberalism’s educational impact
  6. The affective dimension of far right rhetoric in the classroom: the promise of agonistic emotions and affects in countering extremism
  7. A Butlerian perspective on inclusion: the importance of embodied ethics, recognition and relationality in inclusive education
  8. “Shame at being human” as a transformative political concept and praxis: Pedagogical possibilities
  9. Navigating Between National Religious/Confessional Ideology and Interreligiosity: The Case of Greek-Cypriot Teachers in Religious Education
  10. Teachers’ pedagogical perspectives of the Holocaust in a conflict-affected society: the appropriation of Holocaust Education in Greek-Cypriot secondary schools
  11. The affective grounding of post-truth: pedagogical risks and transformative possibilities in countering post-truth claims
  12. Engaging with teachers’ difficult knowledge, seeking moral repair: the entanglement of moral and peace education
  13. Mourning postmodernism in educational theory
  14. Conceptualizing and Contextualizing the Concept of Refugee in Education: A Phenomenological Study of Teachers’ and Students’ Perceptions in a Conflict-Affected Society
  15. Reinventing critical pedagogy as decolonizing pedagogy: The education of empathy
  16. Encouraging shared responsibility without invoking collective guilt: exploring pedagogical responses to portrayals of suffering and injustice in the classroom
  17. The politicisation and securitisation of religious education in Greek–Cypriot schools
  18. The Entanglement of Decolonial and Posthuman Perspectives: Tensions and Implications for Curriculum and Pedagogy in Higher Education
  19. Revisiting Spivak’s “Can the Subaltern Speak” through the lens of affect theory
  20. The quest for cognitive justice: towards a pluriversal human rights education
  21. The contribution of the ontological turn in education: Some methodological and political implications
  22. Affect and counter-conduct: cultivating action for social change in human rights education
  23. The therapisation of social justice as an emotional regime: implications for critical education
  24. Human rights and the ethno—nationalist problematic through the eyes of Greek-Cypriot teachers
  25. Troubling translanguaging: language ideologies, superdiversity and interethnic conflict
  26. Foucault and Human Rights: Seeking the Renewal of Human Rights Education