Michalinos Zembylas

Michalinos Zembylas
Open University of Cyprus · Program of Educational Studies

About

428
Publications
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Publications

Publications (428)
Article
This article aims to contribute to recent discussions on pedagogy of pain in world language education. Drawing on the limitations of language to represent and express trauma and pain, we foreground the value of pedagogies at the intersection of language, art, and trauma. It is our contention that a linguistic perspective in and of itself is insuffi...
Article
The aim of this article is twofold: first, it seeks to discuss the relationship between democracy and colonization, and to examine the implications of this relationship for democratic education and, second, it turns to decolonial thinking as a resource for critiquing and reconstructing “radical democratic education.” A decolonial critique offers tw...
Article
In bringing together the literature on post-democracy and theoretical work on the politics of affective societies, this article explores how democratic education might benefit from a sustained examination of negative emotions and affects associated with democratic disenchantment. In particular, the analysis highlights what is gained by introducing...
Article
This article contributes to contemporary theorising in comparative education by exploring how narratives of ‘victims’ and ‘perpetrators’ in postcolonial settings are understood in terms of affective justice. Affective justice is introduced as a framework for understanding justice as an affective practice. Through the analysis of two examples of gir...
Article
The aim of this paper is to bring into conversation the concept of ‘affective witnessing’ and the notion of ‘vulnerability’ as an affective relation to reconceptualise the framework for understanding affective witnessing of vulnerability in pedagogical theory and practice. In particular, the paper explores how paying close attention to affectivity...
Article
This paper brings attention to the notion of ‘religious affects’, namely, the affects, emotions and feelings related to religion and religious experience. It is argued that educators and students have a lot to gain from paying attention to and exploring the meaning and role of religious feelings in the context of controversies and debates surroundi...
Article
This paper theorizes the affective and moral grounding of “best practice” policymaking, particularly how best practice operates as an affective regime that encourages certain affective norms. To illustrate this, the author takes up the example of best practices promoted by the CoE’s Digital Citizenship Education Handbook for the acquisition of digi...
Article
In this essay Michalinos Zembylas attempts to formulate a conceptual framework that enables educators and policymakers to articulate an alternative formulation of habit in education spaces. In particular, he explores how theorizing affect, habit, and social change as entangled may enable a rethinking of the concept of habit and foster new ideas abo...
Article
The aim of this article is to use decolonial thinking, as applied in the field of AI, to explore the ethical and pedagogical implications for higher education teaching and learning. The questions driving this article are: What does a decolonial approach to AI imply for higher education teaching and learning? How can educators, researchers and stude...
Article
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...
Article
Full-text available
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...
Article
How does a world of rival victimhoods disrupt our understandings of the educational subject? In which ways do competing claims of victimhood and their connections with justice have an impact on everyday educational practices? These questions are at the heart of this essay. The analysis conceptualizes the affective logic of victimhood as a terrain o...
Article
I highlight the importance of paying attention to the affective strategies of abolition pedagogies in higher education to mobilize abolitionist praxis. Affective strategies can make a contribution in either changing or reproducing the affective culture that has long been established at the colonial university. In the analysis here, I argue that the...
Article
This article contributes to conversations around difficult knowledge in pedagogy by (a) investigating how post-truth claims about issues of race and racism may constitute forms of difficult knowledge, and (b) proposing that fostering ‘affective solidarity’ can constitute a productive pedagogical response to post-truth claims, because it moves beyon...
Article
This article utilizes feminist and postcolonial scholarship to shed light on the affective governmentality that takes place in the context of both liberal democracy and right-wing populism. In particular, it articulates a political grammar of feelings that makes visible in democratic education how affective modes of governing operate and what conse...
Article
This article engages with the notion of ‘post-fascism’ in contemporary times, and explores how attention to the affective ideology of post-fascism can inform pedagogical thinking that cultivates an anti-fascist sensibility in education. It is argued that to do so, it is necessary to somehow break fascism’s grip on the body and its affective pull. T...
Article
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...
Article
This paper focuses on conceptualizing the notion of affective nationalism in education by addressing some key theoretical and methodological considerations. Theorizing the concept of affective nationalism in education is crucial for two reasons. First, it takes into consideration recent theoretical developments on affect, materiality, and everyday...
Article
This paper draws together current scholarship regarding affect, habit and social change to suggest that attending to the affective dimension of habits in pedagogy and education develops a novel account that not only begins to explain why transforming habits of inattention to structural racial injustice proves particularly difficult in educational s...
Article
This essay builds on the notion of ‘racialized affects’ in conjunction with recent educational theorizing of Sylvia Wynter’s work on ‘the human’ to consider how these insights might extend conceptualizations on the ‘coloniality of the affects’ in curriculum and pedagogy. Specifically, the analysis shows how bringing into conversation Wynter’s accou...
Article
How should educators deal with conspiracy theories in the classroom, if at all? Do the epistemic deficiencies of some conspiracy theories make them easy prey for debunking? Can the moral and political dangers that certain conspiracy theories pose to democratic societies justify educators avoiding addressing conspiracy theories in the classroom? The...
Article
The questions driving this paper are: What sort of affective (dis)investment is needed in higher education to refuse the colonial university? How can educators and students in higher education invent ‘pedagogies of refusal’ that function affectively to challenge colonial futurity? What do pedagogies of refusal look like? This paper theorizes refusa...
Article
This paper brings together Arendt’s insights on evil and thinking along with her concerns about the role of emotions in political life. The central questions driving this exploration are two: How does Arendt understand ‘thinking’ in her theory of evil and what can educators learn from this? What are her concerns about the role of emotions in public...
Book
This edited collection of chapters considers how higher education might benefit from thinking about the notion of hauntology and its implications for a justice-to-come. Jacques Derrida (1994) coined the word ‘hauntology’, a play on the word ‘ontology’ which sounds like hauntology in French. Derrida’s hauntology is premised on an indeterminate relat...
Article
The aim of the article is to describe and analyze the strategies used by teachers in their everyday encounters with those who express concerns towards peace education—parents, colleagues, head teachers, and students. The analysis uses a theoretical framework that builds upon critical peace education and brings into conversation the notions of “ever...
Article
This paper examines Theodor W. Adorno’s notion of democratic pedagogy and the role of emotions in re-educating and democratizing a society, particularly in light of the current political situation in many countries around the world in which right-wing extremism is on the rise. The paper revisits Adorno’s educational thought on critical self-reflect...
Article
This paper analyses the emotional governance of responses to terrorist attacks and examines the extent to which affective pedagogies in civic education may contest the emotional norms that are institutionalised in society. This analysis is important, not only because it makes visible how forms of violence (especially terrorism) have an emotional im...
Article
The present paper examines the affective practices of teachers engaged in peace education in a conflict-affected society, focusing on teachers’ affective dilemmas while confronting difficult histories. This exploration is conducted through a qualitative study of Greek-Cypriot primary and secondary school teachers who participated in a peace educati...
Chapter
Education is central to the project of individual and collective identity formation, national development and international relations, and is crucial in moments of crisis. What should be the agenda of study and action for education in such times? Identities and Education engages with this crucial question, seeking to examine and problematise our co...
Article
This paper draws on the concept of affective atmospheres to theorize how democracy and democratic education take hold and circulate in classrooms and schools. The paper asks under which circumstances affective atmospheres are experienced or even ‘engineered’, encompassing affective and material features that (de)legitimate democracy, democratic edu...
Article
This paper argues that analyzing education policies through the lens of affect theory provides possibilities for understanding how particular concepts are associated with certain affective ideologies. To illustrate this, the paper analyzes the case of a recent publication by the Council of Europe titled Reference Framework of Competences for Democr...
Article
Full-text available
The present study examines individuals’ thinking during and after reading controversial historical accounts and the possible contribution of epistemic beliefs, emotions, and priorknowledge in this context. Young adults (n = 39) were asked to read two accounts about a recent war in their country, an own-side account – from a historian of their ethni...
Article
The central question driving this paper is: How can educators theorize and cultivate hope’s radical and transformative dynamism in a way that takes into consideration anti-colonial aims? This paper examines the contribution of pedagogies of anti-colonial hope to expand discussions of critical hope and its pedagogical relevance. It is argued that th...
Article
The purpose of this article is to analyze elementary school teachers' perceptions and affective experiences of an in-service training on death education taught by the first author over three years at the Cyprus Pedagogical Institute. The teacher training focused on how to teach about issues of death, loss, and grief at the elementary school. The ar...
Article
This paper complements pedagogical efforts of foregrounding nonviolence on inner reflexive work with approaches that highlight notions of nonviolence as both subjective and collective resistance to the norms and structures of social injustice and violence. It is argued that Butler’s theorization of affect, ethics and (non)violence can serve as a pr...
Article
This paper presents how biopedagogies of disgust can make a contribution to challenging the colonial order that is sustained through affective economies of disgust. It is argued that, for this to happen, teachers need to move students away from the negative affective responses of disgust towards an affirmation of radical difference. Affective solid...
Preprint
The present study examines individuals' thinking during and after reading controversial historical accounts and the possible contribution of epistemic beliefs, emotions, and prior-knowledge in this context. Young adults (n = 39) were asked to read two accounts about a recent war in their country, an own-side account-from a historian of their ethnic...
Article
This essay demonstrates how Deleuze and Guattari’s notion of ‘microfascism’ is of crucial importance to understanding the complexities of contemporary pedagogical efforts to combat populism, right-wing extremism, and fascism. The author discusses how ‘affect’ and ‘biopower’ are entangled in everyday processes of discipline and control, and argues t...
Chapter
Full-text available
This chapter draws on two ethnographic studies in Greek-Cypriot schools, focusing on immigrant children with Turkish as L1, a language that has been stigmatized by a history of conflict both in the Greek-Cypriot context and in many of the children’s own communities and historical trajectories. Analysing children’s silences and self-censoring of the...
Article
Full-text available
In this collective paper, we have accompanied Philosophy of Education in a New Key with the subtitle: ‘education for justice now’, echoing a manifesto tone. Psychoanalytically, this tone evokes the urgency of the fulfillment of desire that resists deferral. ‘For justice’ qualifies education as not ‘just’ education qua merely, simply, education for...
Article
Full-text available
The work of creating decolonized futures has been a particularly important undertaking in educational contexts, for which posthumanist and new materialist theories provide useful insights. Yet, how decolonization is to be achieved and whose responsibility it is remains up for discussion. This intra-view focuses on the tensions between decolonizing...
Chapter
This chapter explores the ways in which Fraser’s work might assist in making sense of the different manifestations of coloniality in South African higher education. In particular, this chapter considers the possibilities and limitations of Nancy Fraser’s contribution towards recent calls and efforts to create a free, decolonised higher education in...
Article
This paper draws on ethnographic data from a project on peace education and reconciliation pedagogies in the conflict-affected context of Cyprus. Following a primary school teacher over the period of eight months in peace education workshops and in her classroom before and after the workshops, we trace critical moments that seem to have an impact o...
Article
The aim of this article is to use necropolitics and sentimentality as theoretical entry points to broaden understandings of death as a form of power against subjugated (e.g. Black, migrant, refugee) lives. This theorising is approached through the dilemma of showing or not showing dead-body images in the classroom as an ethical, political and pedag...
Article
In this article we depart from a conceptualisation of foreign language teaching as intercultural citizenship in schools and universities. We extend this conceptualisation by suggesting that foreign language teaching can and should also sensitise students about issues of human suffering and cultivate empathy, solidarity, hospitality and inclusion. I...
Article
Full-text available
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 xeno...
Article
This article seeks to explore how, why and under which conditions a move away from critique as a negative practice towards an – educationally more valuable – affirmative notion of critique is important in formulating pedagogies that might respond more productively to the challenges of the post-truth era. What is at stake here in reframing critique...
Article
Full-text available
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(s) 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...
Article
This conceptual and theoretical paper has two goals: (1) to analyze the consequences of psychologizing resilience in higher education and (2) to describe the tenets of a critical approach of resilience in higher education and how they might be productive in addressing race/racism, inequality and social change. It is argued that the psychologization...
Article
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 securitisati...
Article
The aim of this paper is to map a line of theorizing affect and its entanglement with post-truth, and use this theorization to think about what it could mean for the role of educators—that is, what can be done in education to respond critically to the affective infrastructures of post-truth politics? This question arises at a historical juncture of...
Article
?page nr="91"?>Abstract This conceptual essay employs the intersecting lenses of critical university studies (CUS) and decolonial theory to make a critical intervention into the terrain of ethics in higher education internationalization. It is argued that a combined framework of ideas from CUS and decolonial theory will bring a sharper social justi...
Chapter
The chapter is based on a small section of research which was part of a larger National Research Foundation study (Grant No. 90384) that examined both students' experiences related to participatory parity in achieving qualitative educational outcomes as well as higher educators' perceptions and experiences related to social justice and socially jus...
Article
This paper aims: (1) 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 (2) to illustrate how unhappiness and suffering might offer valuable ethical, political and pedagogic lessons on the limits of the promise of ha...
Article
The purpose of this paper is to draw together and engage some of the most prominent themes throughout the literature on emotions, affects, and trauma in classrooms: the representation of trauma in classrooms and its risks; the body as a part of traumatic experience and how it may be engaged pedagogically; and the un/making of affective communities...
Chapter
This chapter offers a plastic reading of ‘critical hope’ and a ‘left over’ form of a radical and transformative HRE that has not yet materialised. The premise of our argument is that generally HRE has, despite its explosive reserves, developed into an unproductive and declarationist pedagogy that works against the ‘critical’. Using Malabou’s concep...
Chapter
This chapter explores the entanglement between two partially connected concerns that offer the potential to animate current discussions on human rights teaching and learning: ‘affect’ and ‘counter-conduct’. Both terms are at the heart of HRE approaches that aim at cultivating resistance in children and youth so that they respond in critically affec...
Chapter
This chapter argues that there is an urgent need to engage with a deeper analysis of the contemporary culture of ‘political depression’ and its affective implications in HRE. In particular, this chapter focuses on the following questions: How might a theorisation of political depression be relevant to efforts that aim to renew criticality in HRE? I...
Chapter
This chapter argues that a decolonising approach in HRE needs to examine human rights issues through a critical lens that interrogates the Eurocentric grounding of human rights universals and advances the project of re-contextualising human rights in the historical horizon of modernity/coloniality. This alternative configuration of HRE as ‘critical...
Chapter
Full-text available
In this introductory chapter, we see it fit to revisit our research and engagement with HRE, trying to make sense of the shifts in our own theorisation to disclose radical-alternative possibilities for thinking and doing HRE. Through telling the story of how we entered the field and started writing about our concerns with HRE, we show the evolution...
Chapter
Full-text available
This chapter argues that the implications of reconsidering normalised ideas in HRE can become more intelligible by engaging, through critique, with the crises of our times. The interplay between crisis and critique, so this chapter argues, will open up new possibilities for emancipatory praxes within HRE that are better rooted within social reality...
Chapter
This chapter takes up Arendt’s ‘aporetic’ framing of human rights as well as Rancière’s critique and suggests that reading them together may offer another way to re-envision human rights and HRE along the lines discussed throughout this book—not only because they make visible the perplexities of human rights, but also in that they call for an agoni...
Chapter
Finally, this chapter revisits the theoretical contributions of this book in relation to the unfinished project of renewing and reimagining a critical and pluriversal HRE. We argue that engaging in this project is an unfinished and ongoing endeavour of highlighting that the struggle for global social justice is inseparable from the struggle for enr...
Chapter
Full-text available
This chapter explores how inequality and rights violations are legitimated and discursively organised by the prevailing discourses on Human Rights and Transformative Constitutionalism (HR&TC). Our case example is post-1994 South Africa, focusing on the notions of HR&TC as idolatry that generate a fictitious narrative of inclusive socio-economic and...
Chapter
Full-text available
This chapter summarises the global dominance of human rights discourse and the well-established international consensus on its importance, focusing on how HRE has proliferated from the mid-1990s onwards. Instead of advancing criticality as a central purpose of education, however, HRE, as co-constructed within the agencies of the United Nations, bec...
Chapter
This chapter takes up Foucault’s politics of human rights and suggests that it may contribute to 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 stra...
Article
Universities and scholars around the world teach and research extensively in the field of peace education; yet, despite a plethora of diverse scholarship, educational programs are often critiqued as dominated by the English-speaking world. This paper employs the intersecting lenses of decolonization and postcolonial theory to explore and challenge...
Article
This article examines the important role of affect in pedagogical efforts to engage students with complicity in the social justice classroom. Recent theoretical shifts on affect and complicity enable education scholars and practitioners to move the focus away from what we do not want (i.e., more complicity) toward anti-complicity. The new openings...
Article
The purpose of the present article is twofold: first, to examine whether epistemic switching is documented in the context of religious education; and second, if it is, to show the challenges as well as the strategies that teachers utilise when they engage in epistemic switching. The context of our study is religious education in the Greek-Cypriot e...
Article
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-representational theories suggesting that we need to invent new theoretical ways of addressing our more-than-textual, multisensual worlds. The essay leans on this conver...
Article
The main objective of this article is to discuss the affective dimension of resistance in critical pedagogy in a way that would recognize neoliberalism’s affective repercussions. The point is not merely to show that affect is involved in the emergence of resistance in critical pedagogy, but rather to expand the articulation of resistance in neolibe...
Article
This essay draws on the concept of agonistic emotions and affects to think with some of the arguments of Chantal Mouffe’s political theory and discusses what this means pedagogically in handling far right rhetoric in the classroom. To show the possibilities of this theorization of agonistic emotions and affects, the essay puts in conversation Mouff...
Article
Drawing on Judith Butler’s recent writings on recognition, embodiment, ethics and relationality, this paper joins the efforts for more theoretically informed work towards inclusion and inclusive education. In particular, the paper argues that there is a need for rethinking inclusion through/as embodied ethics. It is suggested that this sort of thin...
Article
Feminist theorizations have recovered the ethical and political value of shame, suggesting that shame operates not only as a mechanism of normalization and social exclusion but also as a primary affect of intersubjective life. This paper argues that this theorization can be enriched by putting into conversation Agamben’s and Deleuze’s interactions...
Article
This article examines what resources religious education teachers draw upon, in what ways, and under what conditions, to navigate between national religious/confessional ideology and interreligious values in education. The article is based on a year-long ethnographic research project on religious education in Greek-Cypriot schools. It shows the imp...
Chapter
It matters how academic peer-reviewing processes are carried out in higher education. Written as a Manifesto, this piece proposes an ethical, intra-active and generous way to do academic reviews. This is an alternative practice to the usual method of anonymous peer-reviewing of manuscripts which is located in a tradition of critique and contestatio...
Article
Full-text available
The present paper aims to examine teachers’ conceptualizations of Holocaust Education within the context of a conflict-affected society: ethnically-divided Cyprus. This exploration is conducted through a qualitative study of secondary school teachers’ understandings of the Holocaust and Holocaust Education in Greek-Cypriot schools, focusing on how...
Article
Full-text available
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...

Projects

Projects (4)
Project
This research project is intended to contribute to current concerns about inequities regarding curriculum and participation in higher education by opening and developing spaces, both face-to-face and online, where academics/researchers from diverse disciplines and geopolitical contexts - not only in South Africa, but also in other participating regions (e.g. the EU and other countries, such as Cyprus, The Netherlands, the United Kingdom, the United States) - can imaginatively and creatively engage with the entanglement of different theoretical perspectives, texts and data in order to reconceptualise socially just pedagogical practices in higher education. Main question: How might socially just pedagogical practices in higher education be re-conceptualised and disseminated using contemporary theories across different disciplinary and geopolitical locations? Sub-questions: - How could using theoretical tools such as new feminist materialist and critical posthuman perspectives provide new insights for re-conceptualising and conducting socially just pedagogies in higher education? - How could relational ontologies such as the political ethics of care and feminist posthumanist ethics be diffractively read through each other to develop new insights into practising socially just pedagogies in higher education? - What are the political implications of these theoretical frameworks for socially just pedagogies? - How might we disseminate ideas about socially just pedagogies to achieve participatory parity in the distribution of ideas? - How could transdisciplinarity and geopolitical diversity be used to reconceptualise transformative higher education pedagogies? - What contributions might post-qualitative research methods make towards the scholarship, theory and practice of socially just pedagogies in higher education?
Archived project
Using data generated with a head teacher of a northern village school, the project analysed the processes though which the knowledge about the roots of conflict turns into new practice and new school culture