1. Zembylas, M., Loukaidis, L. and Antoniou, M. (in press). Enacting critical hermeneutics in religious education: Epistemological tensions, contextual realities, and teachers’ challenges. Journal of Beliefs & Values. DOI: 10.1080/13617672.2018.1468701.
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2. Zembylas, M. 2017. Wilful ignorance and the emotional regime of schools. British Journal of Educational Studies, DOI: 10.1080/00071005.2017.1290785
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3. Zembylas, M. 2017. The contribution of the ontological turn in education: some methodological and political implications. Educational Philosophy and Theory 49(14): 1401-1414.
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4. Zembylas, M. 2017. Re-contextualising human rights education: Some decolonial strategies and pedagogical/curricular possibilities. Pedagogy, Culture & Society 25(4): 487-499.
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5. Zembylas, M. 2017. Love as ethico-political practice: Inventing reparative pedagogies of aimance in “disjointed” times. Journal of Curriculum and Pedagogy 14(1): 23-38.
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6. Zembylas, M. 2017. Cultivating Critical Sentimental Education in Human Rights Education. International Journal of Human Rights Education. 1(1).
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7. Zembylas, M. & Iasonos, S. 2017. Social justice leadership in multicultural schools: The case of an ethnically divided society. International Journal of Leadership in Education 20(1): 1-25.
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8. Klerides, L. & Zembylas, M. 2017. Identity as immunology? History teaching in two ethnonational borders of Europe. Compare 47(3): 416-433.
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9. Zembylas, M., Loukaidis, L., Antoniou, M. and Antoniou, P. 2018. The political function of religious education in an ethnically divided society: Greek-Cypriot teachers’ perspectives on conflict, peace, and religious teaching. Religion & Education. 45(2): 226-248.
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10. Zembylas, M., Loukaidis, L., Antoniou, M. and Antoniou, P. 2018. Religious doctrines and critical religious education: Teachers’ epistemic switching in a confessional setting. British Journal of Religious Education. 41(3): 286-298.
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11. Zembylas, M. and Loukaidis, L. 2018. Emerging relationships between religious education and citizenship education: Teachers’ perceptions and political dilemmas in Cyprus. British Journal of Religious Education. 40(2): 169-181.
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12. Zembylas, M. and Bekerman, Z. 2018. Engaging with teacher’s difficult knowledge, seeking moral repair: the entanglement of moral and peace education. Journal of Peace Education. DOI: 10.1080/17400201.2018.1555154.
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13. Zembylas, M. 2018. The ethics and politics of precarity: Risks and productive possibilities of a critical pedagogy for precarity. Studies in Philosophy and Education. DOI: 10.1007/s11217-018-9625-4.
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14. Zembylas, M. 2018. The entanglement of decolonial and posthuman perspectives: Tensions and implications for curriculum and pedagogy in higher education. Parallax. 24(3): 254–267.
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15. Zembylas, M. 2018. Revisiting Spivak’s “Can the Subaltern Speak” through the lens of affect theory: Can the subaltern be felt? Qualitative Research Journal. DOI: 10.1108/QRJD-17-00048.
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16. Zembylas, M. 2018. Rethinking the demands for ‘preferred’ teacher professional identities: Ethical and political implications. Teaching and Teacher Education. 76: 78-85.
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17. Zembylas, M. 2018. Professional standards for teachers and school leaders: Interrogating the entanglement of affect and biopower in standardizing processes. Journal of Professional Capital and Community. 3(3): 142-156.
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18. Zembylas, M. 2018. Political emotions in the classroom: How affective citizenship education illuminates the debate between agonists and deliberators. Democracy & Education 26(1): 1-5.
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19. Zembylas, M. 2018. Political depression, cruel optimism and pedagogies of reparation: Questions of criticality and affect in human rights education. Critical Studies in Education. 59(1): 1-17.
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20. Zembylas, M. 2018. Mourning postmodernism in educational theory. Educational Philosophy and Theory. 50(14): 1621-1622.
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21. Zembylas, M. 2018. Holocaust Laughter and Edgar Hilsenrath’s The Nazi and the Barber: Towards a Critical Pedagogy of Laughter and Humor in Holocaust Education. Studies in Philosophy and Education. 37: 301-313.
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22. Zembylas, M. 2018. Hannah Arendt’s political thinking on emotions and education: Implications for democratic education. Discourse: Studies in the Cultural Politics of Education. DOI: 10.1080/01596306.2018.1508423.
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23. Zembylas, M. 2018. Encouraging shared responsibility without invoking collective guilt: Exploring pedagogical responses to portrayals of suffering and injustice in the classroom. Pedagogy, Culture and Society. DOI: 10.1080/14681366.2018.1502206.
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24. Zembylas, M. 2018. Decolonial possibilities in South African higher education: Reconfiguring humanising pedagogies as/with decolonising pedagogies [Special issue]. South African Journal of Education. 38(4): 1-11.
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25. Zembylas, M. 2018. Counter-conducts as affective practices in the classroom: The task of pedagogies of estrangement. Teaching Education. 29(1): 98-110.
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26. Zembylas, M. 2018. Con-/divergences between postcolonial and critical peace education: Towards pedagogies of decolonization in peace education. Journal of Peace Education.15(1): 1-23.
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27. Zembylas, M. 2018. Affect, race, and white discomfort in schooling: Decolonial strategies for ‘pedagogies of discomfort’. Ethics and Education. 13(1): 86-104.
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28. Zembylas, M. 2018. Affect and counter-conduct: Cultivating action for social change in human rights education. Discourse: Studies in the Cultural Politics of Education. 39(4): 629-641.
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29. Stylianou, P. and Zembylas, M. 2018. Peer support for bereaved children: setting eyes on children’s views through an educational action research project. Death Studies. 42(7): 446-455.
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30. Stylianou, P. and Zembylas, M. 2018. Dealing with the concepts of “grief” and “grieving” in the classroom: children’s perceptions, emotions and behavior. Omega: Journal of Death and Dying. 77(3): 24-266.
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31. Stylianou, P. & Zembylas, M. 2018. Ethical and political dimensions of action research and lesson study: Reflections from a research project on a controversial issue in Cyprus. Educational Action Research. DOI: 10.1080/09650792.2018.1483835.
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32. Stylianou, A. and Zembylas, M. 2018. Head teachers’ spirituality and inclusive education: A perspective from critical realism. International Journal of Inclusive Education. DOI: 10.1080/13603116.2018.1441336.
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33. Antoniou, P. and Zembylas, M. 2018. Conceptualizing and defining the term refugee in education: A phenomenological study of teachers and students’ perceptions in a conflict-affected country. Diaspora, Indigenous, and Minority Education. DOI: 10.1080/15595692.2018.1538045
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34. Zembylas, M. 2019. Re-conceptualizing complicity in the social justice classroom: Affect, politics and anti-complicity pedagogy. Pedagogy, Culture, & Society. DOI.: 10.1080/14681366.2019.1639792.
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35. Zembylas, M. (2020) On the Unrepresentability of Affect in Lyotard’s work: Towards Pedagogies of Ineffability, In Educational Philosophy and Theory, 52(2), 180-191.
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36. Zembylas, M. (2020) Emotions, Affects, and Trauma in Classrooms: Moving Beyond the Representational Genre. In Research in Education 106(1), 59–76.
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37. Zembylas, M. (2020) (Un)happiness and Social Justice Education: Ethical, Political and Pedagogic Lessons. In Ethics and Education, 15(1), 18-32.
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38. Iordanou, K., Kendeou, P. & Zembylas, M. (2020) Examining my-side Bias During and After Reading Controversial Historical Accounts. In Metacognition Learning 15, 319–342.
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39. Zembylas, M. (2020) Butler on (Non)violence, Affect and Ethics: Renewing Pedagogies for Nonviolence. In Social Justice Education, Educational Studies, 56(6), 636-651.
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40. Zembylas, M. (2020) Affect/Emotion and Securitising Education: Re-Orienting The Methodological and Theoretical Framework for the Study of Securitisation in Education. In British Journal of Educational Studies, 68(4), 487-506.
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41. Zembylas, M. (2020) The Affective Modes of Right-Wing Populism: Trump Pedagogy and Lessons for Democratic Education. In Studies Philosophy Education 39 (4), 151–166.
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42. Porto, M. & Zembylas, M. (2020) Pedagogies of Discomfort. In Foreign Language Education: Cultivating Empathy and Solidarity Using Art and Literature. In Language and Intercultural Communication, 20(4), 356-374.
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43. Zembylas, M., Loukaides, L., Antoniou, P. (2020) Teachers’ Understandings of Empathy. In Teaching about the Holocaust in Cyprus: The Emotional Risks of Identification and the Disruptive Potential of ‘Empathic Unsettlement. In Teaching and Teacher Education, 89 (1).
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44. Charalambous, C., Zembylas, M., & Charalambous, P. (2020) Reconciliation pedagogies and critical ambivalence. In teacher professional development: insights from a case study in Cyprus. In Journal of Peace Education, 17(2), 208-233.
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45. Zembylas, M. (2020) Hannah Arendt’s Political Thinking on Emotions and Education: Implications for Democratic Education, In Discourse Studies in the Cultural Politics of Education, 41(4), 501-
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46. Zembylas, M. (2020) The Ethics and Politics of Traumatic Shame: Pedagogical Insights. In B. Dernikos, N. Lesko, S. D. McCall, & A. Niccolini (Eds). In Mapping the Affective Turn in Education: In Theory, Research, Pedagogy. New York: Routledge.
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47. Hölscher, D., Zembylas, M., & Bozalek, V. (2020) Neoliberalism, Coloniality and Nancy Fraser’s Contribution to the Decolonisation Debate in South African Higher Education. In V. Bozalek, D. Hölscher & Zembylas, M. (Eds) Nancy Fraser and Participatory Parity Reframing social justice in South African higher education. New York: Routledge.
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48. Zembylas, M. (2020) In Affective citizenship and education in multicultural societies: Tensions, ambivalences and possibilities. In A. Peterson, G. Stahl & H. Soong (Eds), The Palgrave Handbook of Citizenship and Education. Palgrave Macmillan, Cham.
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49. Charalambous, C., Charalambous, P., Zembylas, M. & Theodorou, E. (2020) Translanguaging, (In)security and Social Justice Education. In J. Panayiotopoulou, L. Rosen & J. Strzykala (Eds) , Inclusion, Education, and Translanguaging: How to Promote Social Justice. 105-123. Wiesbaden, Germany: Springer VS.
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50. Porto, M., & Zembylas, M. (2020) Language Education and Global Citizenship: Decolonial and Posthuman Perspectives Through Pedagogies of Discomfort. In J. Jackson (Ed.), In Routledge Handbook of Language and Intercultural Communication 312-326 New York: Routledge.
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51. Zembylas, M. (2020) Critical pedagogies of compassion. In S. R. Steinberg & B. Down (Eds), In The Sage Handbook of Critical Pedagogies 254-267. London: Sage.
52. Zembylas, M. (2021) Affective Governmentality, Political Sensitivity, and Right-wing Populism: Toward a Political Grammar of Feelings. In Democratic Education Prospects.
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53. Zembylas, M. (2021) Encouraging Moral Outrage in Education: A Pedagogical Goal for Social Justice or Not. In Ethics and Education, 16(4), 424-439.
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54. Zembylas, M. (2021) Transforming Habits of Inattention to Structural Racial Injustice in Educational Settings: A Pedagogical Framework that Pays Attention to the Affective Politics of Habit. In Emotion, Space and Society, 40(4).
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55. Zembylas, M. (2021) In Affective Strategies of Abolition Pedagogies in Higher Education: Dismantling the Affective Governmentality of the Colonial University. In Equity & Excellence in Education, 54(2), 121-135.
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56. Zembylas, M. (2021) The Affective Dimension of Everyday Resistance: Implications for Critical Pedagogy in Engaging with Neoliberalism’s Educational Impact. In Critical Studies in Education, 62(2), 211-226.
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57. Zembylas, M. (2021) Refusal as Affective and Pedagogical Practice. In Higher Education Decolonization: A Modest Proposal. In Teaching in Higher Education, 26(7-8), 953-968.
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58. Stylianou, P., & Zembylas, M. (2021) Engaging with Issues of Death, Loss and Grief in Elementary School: Teachers’ Perceptions and Affective Experiences of an In-service Training Program on Death Education in Cyprus. In Theory & Research Social Education, 49(1), 54-77.
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59. Zembylas, M.., & Loukaidis, L. (2021) Teachers’ Strategies of Everyday Diplomacy in Peace Education: A Case Study of the ‘Infrapolitics’ of Peacebuilding in Greek-Cypriot Schools. Research: In Comparative and International Education, 16(4), 43-63.
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60. Zembylas, M. (2021) Affect, Biopower, and “The Fascist Inside You”: The (Un)making of Microfascism in Schools and Classrooms. In Journal of Curriculum Studies, 53(1), 1-15.
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61. Zembylas, M. (2021) Necropolitics and Sentimentality. In Education: The ethical, Political and Pedagogical Implications of “Making Live and Letting Die” in the Current Political Climate. In Pedagogy, Culture & Society, 29(3), 415-429.
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62. Zembylas, M. & Loukaidis, L. (2021) Affective Practices, Difficult Histories and Peace Education: An Analysis of Teachers’ Affective Dilemmas in Ethnically Divided Cyprus. In Teaching and Teacher Education, 97(2), 1-11.
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63. Zembylas, M. (2021) Adorno on Democratic Pedagogy and the Education of Emotions: Pedagogical Insights for Resisting Right-wing Extremism. In Policy Futures Education, 19(7), 809–825.
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64. Zembylas, M. (2021) Affect and the Rise of Right-wing Populism: Pedagogies for the Renewal of Democratic Education. Cambridge: Cambridge University Press.
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65. Bozalek, V., & Zembylas, M. (2021) “Towards a “Response-able” Pedagogy Across Higher Education Institution. In post-apartheid South Africa. In Bozalek, V., Zembylas, M. & Tronto, J. Eds, Posthuman and political care ethics for reconfiguring higher education pedagogies, 27-37. New York: Routledge.
66. Zembylas, M. (2021) “A Posthumanist Critique of Human Rights: Towards an Agonistic Account of Rights in Inclusive Education”. In M. Thomas, P. Walker & L. Heng. (Eds), Inclusive education is a right, right?, 9-20. Brill Publishers.
67. Zembylas, M. (2021) “A Fused Theory of Biopower and Political Vulnerability as a Theoretical Method to Investigate ‘difficult knowledge.’” In C. Matias Ed. The Handbook of Critical Theoretical Research Methods Education. New York: Routledge.
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68. Zembylas, M. (2021) Victimization and Villainification as Affective Technologies in the Cyprus Conflict: The Case of the ‘I don’t forget’ Education Policy. In E. Klerides & S. Carney. (Eds). Identities and education: Comparative perspectives in Times of Crisis. 223-244. New York: Bloomsbury.
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69. Zembylas, M., Bozalek, V., & Motala, S. (2021) A Pedagogy of Hauntology: Decolonizing the Curriculum with GIS. In V. Bozalek, M. Zembylas, S. Motala, & D. Hölscher. Eds, Higher Education Hauntologies: Living with Ghosts for a Justice-to-come, 11-28. New York: Routledge.
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70. Bozalek, V., Zembylas, M. Motala, S., & Hölscher, D. (2021) Introduction. In V. Bozalek, M. Zembylas, S. Motala, & D. Hölscher. Eds. In Higher education hauntologies: Living with ghosts for a justice-to-come. 1-10. New York: Routledge.
71. Papastephanou, M., Zembylas, M., Bostad, I., Oral, B., Droushioti, K., Kouppanou, A., Strand, T., Wain, K., Peters, M., & Tesar, M. (2022) Philosophy of Education in a New Key: Education for Justice Now. In Educational Philosophy and Theory.
72. Rizvi, F., Peters, M., Zembylas, M., Tukdeo, S., Mason, M., Mario, L., de Souza, T. M., Chengbing, W., Soudien, C., Lingard, B., Tarc, P., Tarc, A., Hughes, C., Bamberger, A., Zipin, L., & Rud A.G. (2022) The Long Read: On the Global Relevance of the American Elections. In Educational Philosophy and Theory, 54(14), 2389-2408.
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73. Zembylas, M. (2022) Theorizing Aesthetic Injustice. In Democratic Education: Insights from Boal and Rancière. In Ethics and Education, 17(1), 1-15.
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74. Zembylas, M. (2022) Post-truth as difficult knowledge: Fostering affective solidarity. In anti-racist education. In Pedagogy, Culture and Society 30(3): 295-310.
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75. Zembylas, M. (2022) The Affective and Political Complexities of White Shame and Shaming: Pedagogical Implications for Anti-Racist Education. Studies in Philosophy and Education, 41, 635-652.
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76. Zembylas, M. (2022) The Phantom that Haunts Us (Again): Post-fascism, Affect, and the Paradoxes of Cultivating an Anti-fascist Sensibility in Education. In Globalisation, Societies and Education, 20(4), 558-570.
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77. Zembylas, M. (2022) Ethics, Politics and Affects: Renewing the Conceptual and Pedagogical Framework of Addressing Fanaticism in Education. In Ethics and Education, 17(3), 261-276.
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78. Zembylas, M. (2022) The Affective Atmospheres of Democratic Education: Pedagogical and Political Implications for Challenging Right-wing Populism. In Discourse: Studies in the Cultural Politics of Education, 43(4), 556-570.
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79. Zembylas, M. (2022) Affective Ideology and Education policy: Implications for Critical Policy Research and Practice. In Journal of Education Policy, 37(1), 1-16.
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80. Zembylas, M. (2022) Antonio Gramsci on Faith, Religion and the Entanglement of Reason/Emotion: Insights for Religious Education in Western Multi-Religious Societies. In Religion and Education, 49(3), 1-19.
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81. Zembylas, M. (2022) Conceptualizing and Studying ‘Affective Nationalism’ in Education: Theoretical and Methodological Considerations. In Race Ethnicity and Education, 25(4), 1-18.
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82. Dadvand, B., Cahill, H., and Zembylas, M. (2022) Engaging with Difficult Knowledge in Teaching in Post-truth Era: From Theory to Practice within Diverse Disciplinary Areas. In Pedagogy, Culture & Society, 30(3), 285-293.
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83. Port, M. and Zembylas, M. (2022) Linguistic and Artistic Representations of Trauma: The Contribution of Pedagogies of Discomfort in Language Education. In Modern Language Journal, 106(2).
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84. Zembylas, M. (2022) Sylvia Wynter, Racialized affects, and Minor Feelings: Unsettling the Coloniality of the Affects in Curriculum and Pedagogy. In Journal of Curriculum Studies, 54(1), 1-15.
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85. Zembylas, M. (2022) The Biopolitical Function of Disgust: Ethical and Political Implications of Biopedagogies of Disgust in Anti-colonial Education. In Teaching Education, 33(2), 123-138
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86. Zembylas, M. (2022) Affirmative Critique as a Practice of Responding to the Impasse Between Post-truth and Negative critique: Pedagogical implications for Schools. In Critical Studies in Education, 63(6).
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87. Zembylas, M. (2022). Evil, Thinking, and Emotion in Hannah Arendt’s Political Philosophy: Implications for the Teaching of Democratic Citizenship. In Education, Citizenship and Social Justice, 17(1).
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88. Zembylas, M. (2022) Decolonizing and Re-theorizing Radical Democratic Education: Toward a Politics and Practice of Refusal. In Power and Education, 14(2), 157-171.
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89. Zembylas, M. (2022) Rethinking Political Socialization in schools: The role of ‘affective indoctrination’. In Educational Philosophy and Theory 54(14): 2480-2491.
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90. Zembylas, M. et al. (2022) Responsive Education in Times of Crisis. In Asia Pacific Journal of Education, 42(1), 1-5.
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91. Zembylas, M. (2022) Affective Pedagogies in Civic Education: Contesting the Emotional Governance of Responses to Terrorist Attacks. In British Journal of Educational Studies, 70(1).
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92. Zembylas, M. (2022) Affective and Biopolitical Dimensions of Hope: From Critical Hope to Anti-colonial Hope in Pedagogy. In Journal of Curriculum and Pedagogy, 19(1), 28-48.
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