Research Outputs

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. Read
2. Zembylas, M. 2017. Wilful ignorance and the emotional regime of schools. British Journal of Educational Studies, DOI: 10.1080/00071005.2017.1290785. Read
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. Read
4. Zembylas, M. 2017. Re-contextualising human rights education: Some decolonial strategies and pedagogical/curricular possibilities. Pedagogy, Culture & Society 25(4): 487-499. Read
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. Read
6. Zembylas, M. 2017. Cultivating Critical Sentimental Education in Human Rights Education. International Journal of Human Rights Education. 1(1). Read
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. Read
8. Klerides, L. & Zembylas, M. 2017. Identity as immunology? History teaching in two ethnonational borders of Europe. Compare 47(3): 416-433. Read
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. Read
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. Read
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. Read
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.  Read
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. Read
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. Read
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. Read
16. Zembylas, M. 2018. Rethinking the demands for ‘preferred’ teacher professional identities: Ethical and political implications. Teaching and Teacher Education. 76: 78-85. Read
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 Read
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. Read
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. Read
20. Zembylas, M. 2018. Mourning postmodernism in educational theory. Educational Philosophy and Theory. 50(14):  1621-1622. Read
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. Read
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. Read
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. Read
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. Read
25. Zembylas, M. 2018. Counter-conducts as affective practices in the classroom: The task of pedagogies of estrangement. Teaching Education. 29(1): 98-110. Read
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. Read
27. Zembylas, M. 2018. Affect, race, and white discomfort in schooling: Decolonial strategies for ‘pedagogies of discomfort’. Ethics and Education. 13(1): 86-104. Read
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. Read
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 Read
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. Read
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. Read
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. Read
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 Read
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. Read
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. Read
36. Zembylas, M. (2020) Emotions, Affects, and Trauma in Classrooms: Moving Beyond the Representational Genre. In Research in Education 106(1), 59–76. Read
37. Zembylas, M. (2020) (Un)happiness and Social Justice Education: Ethical, Political and Pedagogic Lessons. In Ethics and Education, 15(1), 18-32. Read
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. Read
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. Read
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. Read
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. Read
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. Read
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). Read
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. Read
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- Read
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. Read
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. Read
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. Read
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. Read
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. Read
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. Read
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. Read
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). Read
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. Read
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. Read
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. Read
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. Read
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. Read
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. Read
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. Read
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. Read
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. Read
64. Zembylas, M. (2021) Affect and the Rise of Right-wing Populism: Pedagogies for the Renewal of Democratic Education. Cambridge: Cambridge University Press. Read
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. Read
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. Read
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. Read
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.    Read
73. Zembylas, M. (2022) Theorizing Aesthetic Injustice. In Democratic Education: Insights from Boal and Rancière. In Ethics and Education, 17(1), 1-15. Read
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. Read
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. Read
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. Read
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. Read
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. Read
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. Read
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. Read
81. Zembylas, M. (2022) Conceptualizing and Studying ‘Affective Nationalism’ in Education: Theoretical and Methodological Considerations. In Race Ethnicity and Education, 25(4), 1-18. Read
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. Read
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). Read
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. Read
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 Read
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). Read
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). Read
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. Read
89. Zembylas, M. (2022) Rethinking Political Socialization in schools: The role of ‘affective indoctrination’. In Educational Philosophy and Theory 54(14): 2480-2491. Read
90. Zembylas, M. et al. (2022) Responsive Education in Times of Crisis. In  Asia Pacific Journal of Education, 42(1), 1-5. Read
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). Read
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. Read
93. Zembylas, M. 2025. Theorizing ‘the future’ in higher education: A framework for studying affective futurity. Futures 165.
94. Zembylas, M. 2025. Bringing intersectionality and (De)Coloniality into dialogue: Theoretical insights and political pathways for decolonizing higher education. Social Sciences and Humanities Open 12.
95. Zembylas, M. 2025. Beyond the Human: Democratic Education Through the Ethics of Care and Carriance. A Response to Reimagining Democratic Education with Care Ethics—Toward Care-full Democratic Education. Democracy & Education 33(2): 1-7. 
96. Zembylas, M. 2025. Jean Améry’s reconceptualization of resentment: Reflections on a political pedagogy of resistance to oblivion and indifference. Policy Futures in Education 23(1).
97. Zembylas, M. 2025. Pedagogies of generosity: Towards a multidimensional understanding that nurtures ‘critical generosity’. Education, Citizenship and Social Justice 20(1): 19-30.
98. Zembylas, M. 2025. Affective methodologies for a critical study of whiteness: Considerations for white scholars. Contemporary Educational Psychology 80.
99. Zembylas, M. 2025. Rethinking positionality statements in research: from looking back to building solidarity, International Journal of Research & Method in Education, 48:5, 466-478.
100. Zembylas, M. 2025. Educating for anti-complicity: A pedagogical response to political and structural violence. European Educational Research Journal 24(5): 672-688.
101. Zembylas, M. 2025. Rethinking decolonization in education through Amílcar Cabral: Synergizing epistemic, material and political struggles. Educational Philosophy and Theory 57(13).
102. Zembylas, M. and Kruger, F. 2025. Theoretical and political implications of agonistic peace for decolonising peace education, Journal of Peace Education, 22:2, 278-299.
103. Zembylas, M. 2025. Higher education and the politics of boredom: towards an affirmative account. Globalisation, Societies and Education 23(3): 812-824.
104. Zembylas, M. 2025. Synergizing Critical Theory and Decolonial Approaches in Educational Philosophy and Theory: Tensions and Insights. Studies in Philosophy and Education 44: 475-492.
105. Zembylas, M., Aristidou, X. and Charalambous, C. 2025. Manifestations of affective nationalism and representations of national ‘others’ in literature education: An ethnographic study. European educational research journal 24(4): 486-507.
106. Zembylas, M. 2025. The analytical potential of ‘affective imaginaries’ in higher education research, Education Inquiry, 16:3, 342-357. 
107. Zembylas, M. and Bozalek, V. 2025. Psychology, the posts, and qualitative research, Qualitative Research in Psychology, 22:3, 708-725.
108. Zembylas, M. and Bozalek, V. 2025. Diffraction. Interpretation in Qualitative Research: Key Concepts in Qualitative Methods. 
109. Zembylas, M. 2025. Building peace through lifelong learning: Past research and future agendas. International Review of Education 71: 899-915.
110. Zembylas, M. 2025. The ambivalence of wokeness: implications for teaching social justice education. Critical Studies in Education 66(4): 463-479.
111. Zembylas, M. 2025. Beyond teacher impartiality: addressing epistemic-affective injustice in times of political polarization. Ethics and Education 20(4): 424-437.
112. Zembylas, M. 2025. The affective injustice of colonial statues and monuments: ethical, political and pedagogical issues. Pedagogy, Culture and Society 33(5): 1787-1804.
113. Zembylas, M., Iordanou, K., Fotiou, C. and Manoli, A. 2025. Examining myside bias on a controversial historical event after engagement in dialogic argumentation: Insights from a think aloud study. Learning and Instruction 100.
114. Zembylas, M. 2025. Making sense of “ethics” of war: Just war, just peace, and ethic of care. Bioethical Inquiry 22: 27-31. 
115. Zembylas, M. 2025. On the entanglement of epistemic violence and affective injustice in higher education: a conceptual analysis. Higher Education 89: 791-805.
116. Zembylas, M., Charalambous, C., and Aristidou, X. 2025. Rethinking intercultural communication beyond verbal language: affect, embodiment and materiality in times of ‘crisis’. Language and Intercultural Communication 25(4): 431-44.
117. Zvi Bekerman & MIchalinos Zembylas (2025) Reflecting on metaphors and the possibilities of ‘language change’ in teaching and teacher education, European Journal of Teacher Education, 48:4, 874-890.
118. Petra Mikulan & Michalinos Zembylas (2025) Witnessing transgenerational trauma in teacher education: decoloniality of time, rupture of developmentalism, and settler resistance, Pedagogy, Culture & Society, 33:4, 1397-1415
119. Zembylas, M. 2025. Pedagogies of discomfort and empathy. Elgar Encyclopedia of the Sociology of Education.
120. Zembylas, M. 2025. Fugitive pedagogies of dread for radical futurity: Affective, ontological, and political implications. Teaching Beyond Dread.
      

Articles

1. Zembylas, M. (2024). Navigating the affective aspects of vulnerability in our times: Faithful affective witnessing as pedagogical theory and practice. Pedagogy, Culture & Society, 32 (1), 125-141.
2. Zembylas, M. (2024). Unlearning emotional imperialism in education: Political, theoretical and pedagogical implications. Discourse: Studies in the Cultural Politics of Education, 45 (4), 569-582.
3. Zembylas, M. (2024). Confessions of racism in anti-racist education: Political, affective and pedagogical concerns. Research in Education, 119(1) 136–152.
4. Zembylas, M. (2024). Neoliberal subjects” and “neoliberal affects” in academia: Methodological, theoretical and political implications. Policy Futures in Education, 22(2) 172–186.
5. Zembylas, M. (2024). Racism, white supremacy and Roberto Esposito’s biopolitics through the lens of Black affect studies: Implications for an affirmative educational biopolitics. Educational Philosophy and Theory, 56 (4), 358-370.
6. Kemal, B., & Zembylas, M. 2024. The uses of affect in literature education: Trajectories of nationalism and solidarity in postcolonial Cyprus. Compare, 54(4): 628-645.
7. Porto, M., & Zembylas, M. 2024. Difficult histories and the ‘problem’ of sentimentality: a case study in an Argentinian university. Pedagogy, Culture & Society 32(3): 595–618.
8. Zembylas, M. (2024). Fugitive pedagogies of dread for radical futurity: Affective, ontological, and political implications. Review of Education, Pedagogy and Culture, 46 (1), 154-169.
9. Zembylas, M. (2024). Confronting emotional fundamentalism in the university classroom: Pedagogical and ethical dilemmas. British Journal of Educational Studies, DOI: 10.1080/00071005.2024.2324067
10. Zembylas, M. (2024). Decolonisation as dis-enclosure: Overcoming the dangers of positionality and identity in comparative education. Comparative Education, 60 (4), 591-608.
11. Zembylas, M. 2024, ‘Postliberal education’ and/or ‘education in a postliberal world’? Exploring the critiques of liberalism and liberal education. Ethics & Education.
12. Porto, M. & Zembylas, M. (2024). “My head between blankets”: Exploring trauma and affective injustice in the school life trajectory of a female student in Argentina. International Journal of Qualitative Studies in Education, 37(8), 2429–2449.
13. Zembylas, M. (2024). Decolonizing trauma studies in education: Implications for reorienting qualitative research practices. International Journal of Qualitative Studies in Education, 37 (2), 581-596.
14. Zembylas, M. (2024). Time-as-affect in neoliberal academia: Theorizing chronopolitics as affective milieus in higher education. Studies in Higher Education, 49 (3), 493-504.
15. Zembylas, M. (2024). Revisiting critical thinking in higher education: Theorizing the thinking-feeling entanglement using affect theory. Teaching in Higher Education, 29 (6), 1606-1620.
16. Kruger, F., & Zembylas, M. (2024). Affective atmospheres of coloniality and the decolonisation of peace education: Theoretical insights and political possibilities. Studies in Philosophy and Education, https://doi.org/10.1007/s11217-024-09955-2
17. Zembylas, M., Aristidou, X., & Charalambous, C. (2024). Teachers’ Understandings of Affective Nationalism in a Conflict-Affected Society: Pedagogical and Political Implications. Research Papers in Education, 39(6), 851-874.
18. Zembylas, M., & Bekerman, Z. (2024). The unbearable lightness of being implicated in conflict-affected societies: Can teachers do anything about it? Journal of Professional Capital & Community,  https://doi.org/10.1108/JPCC-05-2024-0082
19. Zembylas, M. (2024). Racial gaslighting as affective injustice: A conceptual framework for education. Race, Ethnicity and Education, 27 (4), 417-431.
20. Schulz, S., Rigney, L. I., Zembylas, M., Hattam, R., & Memon, N. 2023. Affect and the force of counter stories: learning racial literacy through thinking and feeling. Pedagogy, Culture & Society 32(5): 1307–1324.
21. Porto, M., & Zembylas, M. 2024. Pedagogies of discomfort in the world language classroom: Ethical tensions and considerations for educators. The Modern Language Journal 108: 412–429.
22. Zembylas, M. 2024. Recovering anticolonialism as an intellectual and political project in education. Educational Theory. 

Chapters

1. Zembylas, M. (2024). The intersection of critical university studies and decolonial theory: Ethical implications for higher education internationalisation. In Belluigi, D.Z. and Keet, A. (Eds.), Emancipatory Imaginations: Advancing Critical University Studies. Stellenbosch: African Sun Media.
2. Zembylas, M. (2024). Sociological issues in educational research on emotion and affect in the Global North. In H. Flam (Ed.), Research handbook on the sociology of emotions: Institutions and emotional rule regimes (pp. 214-233). Cheltenham, UK: Edward Elgar Publishing.
3. Mikulan, P., & Zembylas, M. (2024). Introduction: Refusing the colonial university. In P. Mikulan & Zembylas, M. (Eds.), Working with theories of refusal and decolonization in higher education (pp. 1-11). New York: Routledge.
4. Zembylas, M. (2024). The affective dimensions of refusal in higher education decolonization: Pedagogical implications. In P. Mikulan & Zembylas, M. (Eds.), Working with theories of refusal and decolonization in higher education (pp. 28-44). New York: Routledge.
5. Zembylas, M. 2024. Decolonial Human Rights Education in the University Sector: Critical Possibilities. In: Emancipatory Human Rights and the University.

1. Tate, Shirley Anne. 2017. Libidinal economies of Black hair: Subverting the governance of strands, subjectivities and politics, Image and Text 29: 95-111. Read
2. Tate, S.A. 2017.Building the anti-racist university: next steps. Race, Ethnicity and Education 20 (3), May: 289-299. Read
3. Tate, S.A. & D. Page. 2018. Whiteliness and institutional racism: Hiding behind unconscious bias, Ethics and Education. 13: 141-155. Read
4. Tate, S.A. 2019. The dark skin I live in: Decolonizing racial capitalism’s aesthetic hierarchies in the diaspora’. Caribbean Review of Gender Studies. 13(1): 73-198.  Read
5. Tate, SA. (2020) Decolonizing Sambo- Transculturation, Fungibility and Black and People of Colour Futurity. In Sociology, Race & Ethnic Studies and Racial Identity Read
6. Tate, SA. (2020)‘The Student of Color Attainment Gap in Higher Education and the Institutional Culture of Equality, Diversity and Inclusion’. In Rosemary Papa et al,  Ed.  Handbook on Promoting Social Justice Education. Springer Read
7. Tate, SA. (2020) Anger, Psychic Institutional Pain and Silencing in Academia. Scholarly Engagement and Decolonization: Views from South Africa, The Netherlands and the United States. SUN Media. 
8. Tate, SA. (2020) Love for the Dead: Sambo and the Libidinal Economy of “Post-race” Conviviality. In M. Griznic, J.Pristoviek and S. Utiz. Eds, Rethinking the Past for a New Conviviality: Opposing Colonialism, Anti-Semitism, Turbo-Nationalism. Newcastle upon Tyne. Cambridge Scholars Press,  531-548.
9. Tate, S A. (2021) “Mapping Caribbean Racisms: Unsettling the Creole, Unseating Whiteness.” In: Decolonial Perspectives on Entangled Inequalities: Europe and The Caribbean. Edited by E. Gutierrez Rodriguez and R. Reddock. Anthem Press. Read
10. Tate, S. A. (2021) “I do not see myself as anything else than white”: Black resistance to Racial Cosplay Blackfishing. In The Routledge Companion to Beauty Politics, 205-214. Routledge. Read
11. Tate, S.A. (2022)  “Why Me?”–Questions of Racial Equity and Institutional Racism in Academia. Topia-Canadian. In Journal of Cultural Studies. Read
12. Tate, S.A. (2022) Beauty. Canadian Review of Sociology. Read
13. Tate, S.A. and Rodriguez, E.G. (2022). Critical Race and Gender: Dialogues Between Decoloniality and Intersectionality. In: Palgrave Handbook of Critical Race and Gender. Palgrave.  Read
14. Zakharov, N., Tate, S.A., Law, I., Bernardino-Costa, J. (2022). Futures of Anti-Racism: Paradoxes of Deracialization in Brazil, South Africa, Sweden, and the UK. Read
15. Tate, S.A. 2025. We Need Charles Mills More Than Ever. Media Theory 9(2): 209-226. 
16. Tate, S.A. 2025. Colourism in the Caribbean. Routledge Handbook of Caribbean Studies.
17. Tate, S.A. et al. 2025. A scoping review of intersectional health research related to the COVID-19 pandemic in North America: key findings. BMC Public Health 25(1). [No Affiliation].
18. Tate, S.A. 2025. Introduction: Racialized Gender Dialogues in/on Decolonizing the University. Dialogues on Decolonizing the University. 

Chapters

1. Tate, S.A. 2024. Anger’s erotic politics: Antiracist refusal as decolonial political action. In Petra Mikulan and Michalinos Zambylas (ed) (2024) Refusal: An Ethics and Praxis for Decolonizing Higher Education. Routledge pp.93-107
2. Tate, S.A. 2024. ‘Black women academics, research funding and institutional misogynoir in the United Kingdom’ The social production of research: perspectives on funding and gender edited by Sandra Acker, Oili-Helena Ylijoki and Michelle K. McGinn (eds) (2024). Abingdon, OXON: Routledge
3. Tate, S.A. 2024. Emancipatory Imaginations: Advancing Critical University Studies
4. Tate, S.A. et al. 2024. Introduction Whiteness. In: The Routledge International Handbook of New Critical Race and Whiteness Studies, edited by R. Andreassen, C. Lundström, S. Keskinen, and S.A. Tate. London: Routledge. 
5. Tate, S.A. 2024. ‘If you were a white man they would have negotiated with you the minute you were approached': Bodies of value in academic life. In: The Routledge International Handbook of New Critical Race and Whiteness Studies, edited by R. Andreassen, C. Lundström, S. Keskinen, and S.A. Tate. London: Routledge. 

1. Pityana, B. (2021) A Critical Review of Ndletyana’s Anatomy of the ANC in Power: Insights from Port Elizabeth, 1990–2019, by Mcebisi Ndletyana. In Journal of Contemporary African Studies,  39 (3), 393-396. Read

1. Rensburg, I. (2020) Serving Higher Purposes: University Mergers in Post-Apartheid South Africa. In Journal of African Sun Press. Read

1. Bajaj, M. and Suresh, S. 2018. The "warm embrace" of a newcomer school for immigrant & refugee youth. Theory into Practice. 57(2): 91-98. Read
2. Bajaj, M. 2018. Transformative Human Rights Education as the Expansive Promise of the Right to Education. The Right to Education Movements and Policies: Promises and Realities, NORRAG Newsletter No. 1, 52-56. Read
3. Bajaj, M. 2018. Conceptualizing Transformative Agency in Education for Peace, Human Rights, and Social Justice. International Journal of Human Rights Education, 2(1). Read
4. Bajaj, M. 2019. Conceptualizing Critical Peace Education for Conflict Settings. Education and Conflict Review. 2, 65-70. Read
5. Bajaj, M., & Mabona, N. (2021). Theories of Human Rights Education in Comparative and International Education: From Declarations to New Directions. In The Bloomsbury Handbook of Theory in Comparative and International Education, 361-378.  Read
6. Argenal, A., & Bajaj, M. (2021). Reclaiming Spaces, Reshaping Practices: Yoga for Building Ccommunity and Nurturing Families of Color. In Practicing Yoga as Resistance. Routledge, 38-48. Read
7. Bajaj,  M. (2022). Decolonial Approaches to School Curriculum for Black, Indigenous and Other Students of Colour. In  London Review of Education. Read
8. Bajaj, M. (2022). “We Are Here... Because You Were There”: A Kitchen-Table Talk on Anti-Oppressive and Critical (Immigrant) Education. In  Equity & Excellence in Education, 55(1-2), 1-13. Read

Chapters

1. Bajaj, M. & Negrón-Gonzales, G. 2024. Beyond Survivance: Building a collective grounded in humanizing relationality. In: Crafting Homeplace in the Academic Borderlands: Humanizing Education, Research, and Relationships. 

1. Belluigi, D.Z. and Keet, A. (Eds) 2024. Emancipatory Imaginations: Advancing Critical University Studies. Stellenbosch: African Sun Media. Read
2. Belluigi, D. Z. (Ed). 2025. Being in Shadow and Light: Post/Conflict Higher Education. Open Book Publishers Rea
3. Belluigi, D. Z., Alcock, A., Farrell, V. and Idahosa, G. 2019. Mixed metaphors, mixed messages and mixed blessings: how figurative imagery opens up the complexities of transforming higher education. Scholarship of Teaching and Learning in the South. 3(2): 110-120. Read
4. Belluigi, D. Z. and Thondhlana, G. 2019. ‘Why mouth all the pieties?’ Black and women academics’ revelations about discourses of ‘transformation’ at an historically white South African university. Higher Education. 78(6): 947-963. Read
5. Arday, J., Belluigi, D. & Thomas, D. (2021). “Attempting to Break the Chain: Reimaging Inclusive Pedagogy and Decolonising the Curriculum within the Academy”. In Educational Philosophy and Theory, 53(3), 298- 313.  Read
6. Lubit, A., & Belluigi, D. (2021). Collation and Mapping of Research Rrelated to Migrant and Minority Ethnic Matters in Northern Ireland Pproduced wwithin Northern Ireland’s Universities.  The Migrant and Minority Council of Northern Ireland.  Read
7. Shephard, K., Thondhlana, G., Wolff, L.A., Belluigi, D, Z., Rieckmann, M., Vega-Marcote, P. (2021). On the Nature of Quality in the Contexts of Academic Publication and Sustainability. In Frontiers in Education, 6( 634473).  Read
8. Belluigi, D. and Thondhlana, G. (2022). ‘Your Skin has to be Elastic’: The Politics of Belonging as a Selected Black Academic at a ‘Transforming’ South African University. In International Journal of Qualitative Studies in Education, 35 (2), 141- 162.  Read
9. Belluigi, D. (2022). Co-Creating an Arts-Based Eye Health Education Strategy in Zanzibar: Process, Outcomes and Lessons Learnt. In BMJ Global Health. Read
10. Arday, J., Belluigi, D. and O’Keeffe, J. 2025. The routes to intellectual authority in a prior colonial empire: continued racialised, geopolitical inequalities in the academic staff composition and employment conditions of UK universities. Race Ethnicity and Education, 28:2, 303-329.
11. Belluigi, D. 2025. Signs of dysconscious racism and xenophobiaism in knowledge production and the formation of academic researchers: a national study. Journal of Academic Ethics 23 (3), 571-597.
12. Belluigi, D. 2025. Visual university studies since the Cold War: mapping journal articles published in Englishes from 1992 to 2023, Higher Education Research & Development, 44:5, 1047-1064. 
13. Khoo, S.M., Belluigi, D.Z., Stein, S., et al. 2025. Connecting the challenges of quality and equality in higher education using the collective intelligence approach: findings from an international expert panel. Quality in Higher Education, 31:1, 63-87. 
14. Belluigi, D., Idahosa, G.E. and Dhawan, N.B. 2025. “Going beyond the call of duty”: academic agency and promoting transformation for sustainability in higher education. International Journal of Sustainability in Higher Education 26(1): 21-36.
15. Belluigi, D. 2025. Reflecting on indicators of the institutional conditions for Black women migrant academics in Northern Ireland. In E. Joseph (Ed.), Equity in the workplace: Stories of black Irish women in academia and the teaching profession (pp. 120-133). Rising Voices Publisher.
16. Belluigi, D. Z., & Parkinson, T. (2025) Engendering Change through Critical Academic Development. In N. Lumutenga, & M. Khaitsa (Eds.), Reimagining Women Leadership Through Inclusive Community Engagement: HERS-East Africa’s Vision for Regional Development. Peter Lang.
17. Belluigi, D. 2025. Criminalisation of Intellectual Thought: Representations for Consciousness about Dissent, Refusal and Resistance. Criminological Encounters 7(1): 30-56. 
18. Belluigi, D. 2025. Introduction: Evoking What It Is to Be in Shadow and Light. Ed. D. Belluigi. Being in shadow and light: academics in post/conflict higher education. Open Book Publishers.

Articles

1. Belluigi, D., Arday, J. et al. 2024. Data snapshots of the access and participation of ‘women’ academics in UK universities. British educational research journal. 
2. Belluigi, D. 2024. Parents’ Reported Satisfaction of Their Children’s Assessment and Diagnoses of ASD: A Cross‑Country Systematic Literature Review

Chapters

1. Belluigi, D. 2024. Emancipatory Imaginations: Advancing Critical University Studies.
2. Belluigi.D. and Dhawan, N. 2024. Emancipatory Imaginations: Advancing Critical University Studies
3. Belluigi, D. 2024. Transformative change in democratising academic employment?
4. Keet, A. and Belluigi, D. Introduction. Emancipatory Imaginations: Advancing Critical University Studies

1. Stein, S. 2019. Critical internationalization studies at an impasse: making space for complexity, uncertainty, and complicity in a time of global challenges. Studies in Higher Education. DOI: 10.1080/03075079.2019.1704722. Read
2. Buckner, E. & Stein, S. (2020). What Counts as Internationalization? Deconstructing the Internationalization Perspective. In Journal of Studies in International Education,  24(2), 151–166. Read
3. Pashby, K., Da Costa, M., Stein, S. & Andreotti, V. (2020) A Meta-Review of Typologies of Global Citizenship Education, In Journal of Comparative Education, 56(:2), 144-164. Read
4. Stein, S. (2020) ‘Truth Bbefore Rreconciliation’: The Difficulties of Transforming Higher Education in Settler Colonial Contexts, In Journal of Higher Education Research & Development, 39(:1), 156-170. Read
5. Stein, S. (2020) . A Colonial History of the Higher Education Present: Rethinking Land-Grant Institutions through Processes of Accumulation and Relations of Conquest. In Critical Studies in Education, 61(2), 212-228. Read
6. Stein, S. (2020). ‘Framing the Public Good in the Future of British Columbia International Education Policy’. In R. Trilokekar, M. Tamtik, & G. Jones Eds., International Education as Public Policy in Canada (135-157). McGill-Queen’s University Press. Read
7. Stein, S. (2020). Pluralizing Possibilities for Global Learning in the Context of Western Higher Education. In D. Bourne (Ed.), Bloomsbury Handbook for Global Education and Learning (63-75). Bloomsbury Publishing  Read
8. Suša, R., Andreotti, V., Stein, S., Ahenakew, C., Cajkova, T., Siwek, D., Cardoso, C., & Huni Kui, N. (2021). Global Citizenship Education and Sustainability Otherwise. In S. Saude, M. A. Raposo, N. Pereira, & A.I. Rodrigues (Eds.), Teaching and Learning Practices That Promote Sustainable Development and Active Citizenship.  IGI Global.
9. 9. Stein, S. & Andreotti, V. (2021). Global Citizenship Otherwise. In E. Bosio (Ed.), Conversations on Global Citizenship Education: Research, Teaching and Learning (13-36).  Routledge. Read
10. Stein, S., Andreotti, V., Hunt, D., & Ahenakew, C. (2021). Complexities and Challenges of Decolonizing Higher Education: Lessons from Canada. In S. H. Kumalo (Eds), Decolonisation as Democratisation: Global Insights into the South Africa experience.  UKZN Press. Read
11. Stein, S. (2021). Internationalizing the Curriculum in the Shadow of US Hegemony: Conceptual Orientations and Practical Implications. In J. J. Lee (Ed.), Critical International Higher Education and Power: How US Internationalization is not Neutral. Rutgers University Press. Read
12. Andreotti, V., Stein, S., Suša, R., Cajkova, T., Pitaguary, R., & Pitaguary, B. (2021). Calibrating Our Vital Compass: Unlearning Colonial Habits of Being in Everyday Life. Rizoma Freireano. Read
13. Stein, S. (2021). Beyond the Usual Debates: Creating the Conditions for Academic Freedom to Flourish. In Australian Universities’ Review, 63(1), 55-58. Read
14. Stein, S. (2021). Reimagining Global Citizenship Education for Volatile, Uncertain, Complex and Ambiguous (VUCA) Ttimes. In Globalisation, Societies and Education, 19(4), 482-495. Read
15. Stein, S. (2021). Critical Internationalization Studies at an Impasse: Making Space for Complexity, Uncertainty, and Complicity in a Time of Global Challenges. In Studies in Higher Education. Read
16. Stein, S. (2021). What Can Decolonial and Abolitionist Critiques Teach the Field of Higher Education? In Journal of Review of Higher Education, 44(3). Read
17. Lobo, M., Bedford, L., Bellingham, R.A., Davies, K., Halafoff, A., Mayes, E., Sutton, B., Marwung Walsh, A., Stein, S. & Lucas, C. (2021). Earth Unbound: Climate Change, Activism and Justice. In Journal of Educational Philosophy and Theory, 53(14), 1491-1508. Read
18. Stein, S., Andreotti, V., Suša, R., Ahenakew, C. & Cajkova, T. (2022). From “Education for Sustainable Development” to “Education for the End of the World as We Know It”. In Educational Philosophy and Theory, 54(3),: 274-287.  Read
19. Eriksen, K.G. & Stein, S. (2022). “Good Intentions, Colonial Relations: Interrupting the White Emotional Equilibrium of Norwegian Citizenship Education.” In Journal of Review of Education, Pedagogy, and Cultural Studies, 44(3),: 210-230. Read
20. Stein, S. et al. (2022). Ontological Awareness in Food System Education. In Frontiers in Sustainable Food Systems. Read
21. Stein, S.(2022). The Complexities and Paradoxes of Decolonization in Education. In Reimaging Global Education, 198-213. Routledge.
22. Stein, S. (2022). Unsettling the University.  Johns Hopkins Uni Press. Read
23. Khoo, S.M., Belluigi, D.Z., Stein, S., et al. 2025. Connecting the challenges of quality and equality in higher education using the collective intelligence approach: findings from an international expert panel. Quality in Higher Education, 31:1, 63-87. 
24. Ahenakew, C., Stein, S., Andreotti, V., Huni Kui, N. I., Taylor, L., Prince, S., Ramesh, J., Williams, C., Suša, R., Vukovic, R., & Diaz-Diaz, C. (2025). Decolonizing mental health in the polycrisis: Pathways toward neuro-decolonization. American Psychologist, 80(8), 1297–1312.
25. Sumida Huaman, E., & Stein, S. (2025). Indigenous and decolonial approaches to environmental learning. AlterNative: An International Journal of Indigenous Peoples, 21(3), 453-462.
26. Sharon Stein, Vanessa Andreotti, Jean-Paul Restoule, Rose Vukovic, Catherine McGregor, Leslee Francis Pelton, Sandra Hundza, Todd Milford, Wendy Seager, Jasdeep Randhawa, Lisa Brunner, Aida Mohajeri. 2025. Deepening relational capacity to confront the polycrisis in higher education and beyond. Higher Education Research and Development. 44 (6): 1572-1587.
27. Richard Watermeyer, Mary P Sheridan, Aline Courtois, Soha Youssef, Kalpana Shankar, Joanne Hardman, John Aubrey Douglass, Petra Angervall, Sharon Stein, Christopher Newfield, LuMing Mao, Prachi Deshpande, Myles-Jay Linton, Penny Jane Burke. 2025. A Crisis of the Professoriate? Minerva.
28. Lisa Ruth Brunner, Takhmina Shokirova, Mostafa Gamal, Sharon Stein. 2025. Higher Education’s Care/Control of Refugee and Displaced Students. Journal of Ethnic and Cultural Studies 12(2): 11-33.
29. Stein, S. 2025. ‘Your rent is due, higher education’: beyond apologies and towards reparations. Comparative Education 61(3): 442-460.
30. Stein, S. 2025. Composting the University. Journal of Global Higher Education 1(1): 20-38.  
31. Sharon Stein, Vanessa de Oliveira Andreotti. 2025. Repurposing the University in Times of Social and Ecological Breakdown: From the Ivory Tower to the Nurse Log. Canadian Journal of Education 48(1): 120-144.
     

Articles

1. Stein, S. 2024. Universities confronting climate change: beyond sustainable development and solutionism. Higher Education 87(1): 165-183. 
2. Stein, S. et al. 2024. Education Beyond Green Growth: Regenerative Inquiry for Intergenerational Responsibility. Nordic Journal of Comparative and International Education (NJCIE) 8(2). 
3. Stein, S. et al. 2024. Toward more ethical engagements between Western and Indigenous sciences. FACETS 9: 1-14. 
4. Stein, S. 2024. The paradox of educational silences and cacophonies in liquid modernity

Chapters

1. Stein, S. 2024. Emancipatory Imaginations: Advancing Critical University Studies.
2. Stein, S. & Chiappa, R. 2024. Southern Students in the House of Western/Northern Academia. In: Decolonizing the Internationalization of Higher Education in the Global South, 142-162.
3. Diaz, A., Kim, A., Reyna Rivarola, A. R. & Stein, S. (2024). (Re)imagining HESA through refusal: The complexities of confronting colonialism in the university. In P. Mikulan & M. Zembylas (Eds.), Working with theories of refusal and decolonization in higher education.

1. Khoo, S. (2022). Decolonising Political Economy: Reading Capital and Imperialism at Neoliberalism's Crisis Conjuncture. In Policy and Practice, 76-94.  Read
2. Khoo, S. and Floss, M. (2022). Surviving Necropolitical Developments Aamid Democratic Disinformation: A Pandemic Perspective from Brazil. In COVID-19, the Global South and the Pandemic’s Development Impact. Bristol University Press. Read
3. Khoo, S.M., Belluigi, D.Z., Stein, S., et al. 2025. Connecting the challenges of quality and equality in higher education using the collective intelligence approach: findings from an international expert panel. Quality in Higher Education, 31:1, 63-87. 
4. Khoo, S.M., Cristofoletti, E.C., and Rodes-Paragarino, V. 2025. Is another internationalisation possible? Learning and Teaching 18(2): 58-80.
5. Khoo, S.M., Coelho, D. and Indelicato, M.E. 2025. Nomear, sustentar, nutrir: Tensões, resistências e possibilidades da Educação, Antirracismo e Decolonialidade. Educação, Sociedade & Culturas 70: 1-7.
6. Khoo, S.M. et al. 2025. My 500 on ‘The Future of Development Education’. Policy and Practice 40: 176-203.
7. Woodward, S., Shortt, H., & Khoo, S. (2025). Cultivating connections, disrupting boundaries: introducing the Journal of Creative Research Methods. Journal of Creative Research Methods, 1(1), 2-17.  

Articles

1. Khoo, S.M. 2024. Decolonizing Social Sciences. Irish Journal of Sociology.
2. Khoo, S.M. 2024. Response To Policy And Practice Call On Development Education Silences: Reflections On A Pedagogy Of Nonsilence - Resisting The Politics Of Hopelessness.
3. Truscott, R. and Khoo, S.M. 2024. On the Menu: Academic managerialism and critical theory. Irish Journal of Sociology 32(3): 285-303.
4. Khoo, S.M. 2024. Decolonizing social sciences education at the limits of the archive. Journal of Social Science Education 23(4): n4.

Chapters

1. Khoo, S.M. 2024. Emancipatory Imaginations: Advancing Critical University Studies.
2. Khoo, S.M. 2024. The Bloomsbury Handbook of Creative Research Methods.
3. Khoo, S.M. 2024. The Sage Handbook of Global Sociology

1. Tomlinson, M., Enders, J. and Naidoo, R. 2018. The Teaching Excellence Framework: Symbolic Violence and the Measured Market in Higher Education. Critical Studies in Education. DOI: 10.1080/17508487.2018.1553793.  Read
2. Enders, J. and Naidoo, R. 2019. Audit-market Intermediaries: Doing Institutional Work in British Research Intensive Universities. Studies in Higher Education. 44(7): 1290-1301. Read
3. Tomlinson, M., Enders, J. and Naidoo, R. (2020). The Teaching Excellence Framework: Symbolic Violence and the Measured Market in Higher Education. In Critical Studies in Education. Read
4. Lee, J. and Naidoo, R. (2020). Complicit Reproductions in the Global South: Courting World Class Universities and Global Rankings. In Besby, T., Hyvonnen, M., Peters, M., Rider, S. (Eds) World Class Universities: A Contested Concept. Dordrecht. Springer. Read
5. Masutha, M. & Naidoo, R. (2021). STORIES FROM THE MARGINS: Working-Class Graduates’ Narrative Accounts of Completion in South African Higher Education. In Knowledge Beyond Colour Lines: Towards Repurposing Knowledge Generation in South African Higher Education, 59-77.  SUN Media. Read
6. Enders, J. and Naidoo, R. (2022). The Rrise and Wwork of Nnew Pprofessionals in Hhigher Eeducation. In Research Handbook on Academic Careers and Managing Academics, 89-98. Edward Elgar. Read
7. Jamieson, I., Naidoo, R. and Enders, J. (2022). Academics, Neo-liberalism and English Higher Education: Decline and Fall. In From Actors to Reforms in European Higher Education. Springer.  Read
8. Naidoo, R. 2025. Artificial Intelligence, Big Data, and the Role of Universities. International Higher Education.  

Articles

1. Masutha, M., Naidoo, R. & Enders, J. 2024. Challenging university complicity and majoritarian narratives: Counter-storytelling from black working-class students. Critical Studies in Education 65(1): 20-38.

1. Piheiro, C. and Ferreira, K. (2020) Anthropology with a Southern Attitude: An Interview of Cláudio Costa Pinheiro by Vinicius Kauê Ferreira. In American Anthropologist, 122(9). Read

Articles

1. Pinheiro, C. 2024. From the Third World to the Global South: Definitions of Moral Geographies of Inequality in Anti‐Colonial Intellectual Traditions

1. Rodríguez, E.G. 2018. Care Work – International perspectives and reflections. (gemeinsam mit Brigitte Aulenbacher und Brigitte Liebig), Österreichische Zeitschrift für Soziologie (ÖZS). 43: 1-5. Read
2. Rodríguez, E.G. 2018. ‘The Coloniality of Migration and the “Refugee Crisis”: On the Asylum-Migration Nexus’, the Transatlantic White European Settler Colonialism-Migration and Racial Capitalism, The Refuge. Canada’s Journal on Refugees. Read
3. Rodríguez, E.G. 2018.  ‘Introduction: Feminisms in times of anti-genderism, racism and austerity’ (gemeinsam mit Pinar Tuzcu und Heidemarie Winkel), Women’s Studies International Forum. Read
4. Rodríguez, E.G. 2019. Political subjectivity, transversal mourning and a caring common: Responding to deaths in the Mediterranean. Critical African Studies. 10(3): 345-360. Read
5. Rodríguez, E. G. (2020).  Creolising Conviviality: Thinking Relational Ontology and Decolonial Ethics Through Ivan Illich and Edouard Glissant. In Oscar Hemer, Maja Povrzanovic Frykman, Per-Markku Ristilammi (Eds.). Conviviality at the Crossroads: The Poetics and Politics of Everyday Encounters. Palgrave Macmillan, 105-124. Read
6. Rodriguez, E. G. (2020). ‘Introducción. Etnicidad: Una Categoría Moderna Colonial’. In Foro De Debate: Etnicidades En Disputa: Nuevos Caminos, Nuevos Desafios, Iberoamericana XX, 75, 207-210.
7. Rodríguez, E. G. (2021). ‘Zum Verhältnis von Sichtbarkeit, Sorge und Ungleichheit in der Pandemie’ (with Gabriele Dietze, Vanessa E. Thompson, Stephan Trinkaus et al., Zeitschrift für Medienwissenschaft. In Journal of Media Studies, 13, 24-1.
8. Rodríguez, E. G. (2021). “Entangled Migrations: The Coloniality of Migration and Creolizing Conviviality”, Mecila Working Paper Series, No. 35, São Paulo: The Maria Sibylla Merian International Centre for Advanced Studies in the Humanities and Social Sciences Conviviality-Inequality in Latin America. https://mecila.net/wp-content/uploads/2021/04/WP-35-Gutierrez-Rodriguez-Online.pdf
9. Rodríguez, E. G. (2021). “Temporal-Spatial Entanglements of Global Inequalities: On Care and Domestic Work in Western Europe”. In: Decolonial Perspectives on Entangled Inequalities: Europe and tThe Caribbean. Edited by E. Gutierrez Rodriguez and R. Reddock. Anthem Press. Read
10. Rodríguez, E. G. & Reddock, R. (2021). Decolonial Perspectives on Entangled Inequalities: Europe and the Caribbean. In Decolonial Perspectives on Entangled Inequalities: Europe and The Caribbean. Edited by E. Gutierrez Rodriguez and R. Reddock. Anthem Press Read
11. Rodríguez, E. G. (2021). Bündnispolitik, Affective (Ver-)Bindungen und kollektive Praxis: Migrantischer Feminismus zwischen rememory und Eingedenken. Migrantischer Feminismus. In  Edition Assemblage.  Read
12. Rodríguez, E. G. (2021). Migrantischen Feminismus in der deutschen Frauenbewegung, 1985-2000. Migrantischer Feminismus. In Edition Assemblage.  Read
13. Rodriguez, E. G. (2022). Ann Laura Stoler: Rassismus, Intimität und Affekt in Carnal Knowlege and Imperial Power: Race and the Intimate in Colonial Rule. In  Schlüsselwerke der Emotionssoziologie. Springer.
14. Tate, S.A. and Rodriguez, E.G. (2022). Critical Race and Gender: Dialogues Between Decoloniality and Intersectionality. In Palgrave Handbook of Critical Race and Gender. Palgrave.  Read
15. Gutierrez Rodriguez, E. 2025. Postkoloniale Kritik übersetzen: Epistemische Ontologien des Widerstands in der aktivistischen Migranten-und Flüchtlingsforschung in Deutschland. Mittelweg 36. 

Chapters

1. Rodriguez, E. 2024. Emancipatory Imaginations: Advancing Critical University Studies
2. Rodriguez, E. 2024. Gleichstellungspolitik der Diversität dekolonisieren–Hochschule im Spannungsverhältnis von Diversität, Rassismuskritik und Kolonialität
3. Rodriguez, E. 2024. Precarious Inclusion.
4. Rodriguez, E. 2024. Zeitlich-Räumliche Verflechtungen–Diskursiv-Materielle Verknüpfungen. In: Globale Soziologie: Vergessene Theorien, verflochtene Geschichten, 199-224. 

1. Tibbitts, F. (2020) Deliberative democratic decision making, universal values, and cultural pluralism: A proposed contribution to the prevention of violent extremism through education. In Prospects: Quarterly Review of Comparative Education, 48 (1), 79-94.  Read
2. Nolgård, O., Nygren, T., Tibbitts, F., Anamika, A., Bentrovato, D., Enright, P., Wassermann, J., Welply, O. (2020). A global history in a global world? Human rights in history education in the Global North and South. In Historical Encounters: A journal of historical consciousness, historical cultures, and history education, 7(1), 24-49 Read
3. Tibbitts, F. and Hagenaars, P. (2020) . Education of Psychologists for Human Rights Awareness, Accountability and Action. In N. S. Rubin .(Eeds.) Cambridge Handbook on Psychology and Human Rights. Cambridge, UK: Cambridge University Press. Read
4. Tibbitts, F. and Hagenaars, P. (2020) .  Planning Human Rights Education for Psychologists. In P. Hagenaars, M. Plavšić, N. Sveaas, U. Wagner and T. Wainwright.  Human Rights and Human Rights Education for Psychologists. New York: Routledge. Read
5. Tibbitts, F., Nygren, T., Novak, J., Bentrovato, D., Wassermann, J, and Anamika, A. (2020) . Insights from Students on Human Rights Education in India, South Africa, Sweden and the United States.  In J. Zajda .(Ed.) Human Rights Education Globally. Amsterdam: Springer Books. Read
6. Yemini, M. Tibbitts, F. and Goren, H. (2020) . Re- and De-contextualizing Global Citizenship Education – Systematic Analysis of the Scholarship in the Field. In John Meyer. Ed.Research on Teaching Global Issues, Research in Social Education series. Charlotte, NC: Information Age Publishing.
7. Tibbitts, F., Agyemang-Badu, S. and Phillips, S. 2025. AI Human Rights Literacy. Current Issues in Comparative Education 26(2). 94-111.

Articles

1. Tibbitts, F. 2024. Revitalizing the mission of higher education through a human rights-based approach

Chapters

1. Tibbitts, F. and Keet, A. 2024. Introduction. Emancipatory Human Rights and the University.
2. Keet, A. and Tibbitts, F. Conclusion. Emancipatory Human Rights and the University.
3. Tibbitts, F. 2024. What Do Human Rights Have to Do With It?: Links Between the University and the Human Rights Regime. Emancipatory Human Rights and the University, 11-30

1. Moscaritolo, L.B., Perozzi, B., Schreiber, B. & Luescher, T. (2022) . The Impact of COVID-19 on International Student Support: A Global Perspective. In Journal of International Students , 12 (2). Read
2. Schreiber, B., Luescher, T.M., & Moja, T. (2022) . Lived Barriers to African Knowledge Production: Beyond–and Before–Accessibility. In Journal of Student Affairs in Africa, 10 (1). Read
3. Fongwa, S.N., Luescher, T.M., Mtawa, N.N., & Mataga, J. (2022). Universities, Society and Development: African Perspectives of University Community Engagement in Secondary Cities. Sun Press.  Read
4. Luescher, T., Fadiji, A.W., Morwe, K.G., Erasmus, A., Letsoalo, T.S. & Mokhema, S.B. (2022) . #FEESMUSTFALL and its Aftermath: Violence, Wellbeing and the Student Movement in South Africa. Cape Town: HSRC Press. Read
5. Luescher, T., Moscaritolo, L.B., Perozzi, B. and Schreiber, B. 2025. Student Affairs Advancement of the United Nations’ Sustainable Development Goals. Journal of College Student Development 66(4): 482-498.
6. Luescher, T., Schreiber, B. and Moja, T. 2025. Redesigning student affairs in Africa with a care-centred approach to student well-being. Journal of Student Affairs in Africa 13(2). 
7. Luescher, T., Schreiber, B. and Moja, T. 2025. Rethinking higher education: Public and private synergies for student success in Africa. Journal of Student Affairs in Africa 13(1). 

Articles

1. Schreiber, B., Perozzi, B., Moscaritolo, L.B. & Luescher, T.M. 2024. Student Affairs and Services. Journal of International Students 14(2): 91-104. 

Chapters

1. Luescher, T. 2024. Student Politics in Africa in the Twenty-First Century

1. Nyeck, S.N. 2019. From Oblivion to Post-History: Sublime Othering in Rider Haggard and W. E. B. Du Bois. The European Legacy. 24(6): 617-643. Read
2. Nyeck, S. (2020). “Poetics: Queer Recesses of the Heart and the Spirit of Intimacy within the Africana Household”. In The African Journal of Gender and Religion , Vol. 26 (2), : 91-110. 
3. Spronk, R. & Nyeck, S. (2021). “Frontiers and Pioneers in (the study of) Queer Experiences in Africa. Introduction”. In Africa, 91 (3),: 388-397. Read
4. Nyeck, S.N. (2021) . Queer African(a) Presence. Palgrave. Read

Articles

1. Nyeck, S.N. et al. 2024. Queering the Tropics: A Cartography of Tropical Materialism, Queer Ecology&Spectral Tropicality

1. Harris, V. 2018. Passion for Archive. Archives and Manuscripts. 46(2): 193-199. Read
2. Harris, V. and Shadrack, K. 2019. Nelson Mandela’s Archive: A Case Study in Research-driven Institutional Change Management. Administory (Journal for the History of Public Administration). 4, 141-157. Read
3. Hatang, S. & Harris, V. (2020). I Know this to be True about Nelson Mandela. Johannesburg: Macmillan.
4. Harris, V. (2020). . Epilogue: Riffing Archive and Legacy, Life and Death. “All Shook Up”: The Archival Legacy of Terry Cook. Tom Nesmith, Greg Bak, and Joan M. Schwartz (Eds.). In Society of American Archivists and Association of Canadian Archivists, 476–484. Read
5. Westoby, P. and Harris, V. (2020) . Community Development ‘yet-to-come’ During and Post the COVID-19 Pandemic: From Derrida to Zuboff. In Community Development Journal. 553–569.  Read
6. Harris, V. (2021). Ghosts of Archive. Routledge. Read
7. Lowry, J. and Harris, V. (2022) . Settler to settler (Reading “Remnants of Jenkinson”).  In Archives and Records , 43(2), : 161-163.
8. Harris, V. 2025. “Spirit of Madiba: Where Are You?” in JA Smit et al (eds) Peace and Justice for All. CSSALL Publishers, Pietermaritzburg.

Chapters

1. Harris, V. 2024. University to come. Achieving Nelson Mandela University?

1. Heleta, S. and Cochrane, L. 2025. Foreign aid commitments vs disbursements to higher education in Palestine: an analysis of donors’ intentions and deliveries over two decades. Development Studies Research, 12:1, 2496148.
2. Heleta, S. 2025. On education during a war and displacement and the importance of rebuilding the sector after violent conflict: A personal reflection. Perspectives in Education.
3. Heleta, S. et al. 2025. Analysis of two decades of aid flows to higher education in Palestine: implications for rebuilding destroyed higher education in Gaza. Higher Education, 91: 223-246. 
4. Ibrahim, H. and Heleta, S. 2025. Scholasticide in Gaza and Palestine as a Portal: A Duoethnography on Silence, Silencing and the Struggle for a Better World. Journal of Global Higher Education.  
5. Heleta, S., Cochrane, L., and Al-Mannai, S. 2025. The Impact of the SDGs on Donors’ Choices: Analysis of Trends and Types of Aid to Higher Education at the SDG. Implementation Halfway Point, The Journal of Development Studies, 61:8, 1201-1220.
6. Heleta, S., Cochrane, L., and Al-Mannai, S. 2025. Foreign Aid to Higher Education During the SDGs: Leaving Many Behind. International Higher Education.

1. Besigye, J. B., & Suransky, C. (2022) . Forced migration and asylum seeking. In: The Routledge Handbook of Global Development. Routledge.  Read
2. Bazirake, J. 2025. Higher Education Institutional Change: Perspectives from South Africa. Springer.
3. Bazirake, J. 2025. Electoral Democracy as a Path to Polarization or Solidarity?, Peace Review, 37:2, 407-416.
4. Fraser-Moleketi, G., Argyriades, D., Bazirake, J. B., & Mukadam, N. (2025). Africa rising in a fast-changing world: Transcending continental public administration challenges. In Public administration in the new reality (pp. 223-269). Singapore: Springer Nature Singapore.

Chapters

1. A Keet, MA Penkler, L Staphorst, JB Bazirake, D Rafaely. 2024. Plastic Refusals: The Africanization Challenge of South African Higher Education. Working with Theories of Refusal and Decolonization in Higher Education, 124-142
2. T Mugume, E De Koker, JB Bazirake, T Nyathi. 2024. The Evolution of University Governance at Nelson Mandela University. Achieving Nelson Mandela University?, 236
3. H Hamukuaya, JB Bazirake, C Mapaling, N Honeycomb, N Mukadam. 2024. Policy Crisis and Transformation: An Exploration of Nelson Mandela University’s Approach to Humanizing the Institution. The Bloomsbury Handbook of Diversity, Crises and Transformative Leadership

1. Love, Adam, Bianca Gonzalez-Sobrino, and Matthew W. Hughey. 2017. Excessive Celebration? The Racialization of Recruiting Commitments on College Football Internet Message Boards. Sociology of Sport Journal 34(3):235-47. Read
2. Hughey, Matthew W. and Carol Ann Jackson. 2017. The Dimensions of Racialization and the Inner City School. The ANNALS of the American Academy of Political and Social Science 673(1):312-329. Read
3. Hughey, Matthew W. 2017. White Lives Matter?. In “Whitewashing the Working Class”. Contexts 16(2):17-18. Read
4. Goss, Devon R., W. Carson Byrd, and Hughey, Matthew W. 2017. Racial Authenticity and Familial Acceptance among Transracial Adoptees: A Bothersome Bargain of Belonging. Symbolic Interaction 40(2):147-68 Read
5. Hughey, M.W. and Rosino, M. 2018. The War on Drugs, Racial Meanings, and Structural Racism: A Holistic and Reproductive Approach. American Journal of Economics and Sociology. 77(3-4): 849-92. Read
6. Hughey, M.W. and Goss, D.R. 2018. ’With Whom No White Scholar Can Compare’: Academic Interpretations of the Relationship between W.E.B. Du Bois and Max Weber. The American Sociologist. 49(2): 181-217. Read
7. Hughey, M.W. 2018. Whither Whiteness? The Racial Logics of the Kerner Report and Modern White Space. Russell Sage Foundation Journal of the Social Sciences. 4(6): 73-98. Read
8. Hughey, M.W. 2018. Schrödinger’s Whiteness. Contexts. 17(2): 17-19. Read
9. Hughey, M.W. 2018. Of Riots and Racism: Fifty Years since the Best Laid Schemes of the Kerner Commission (1968-2018). Sociological Forum. 33(3): 619-642. Read
10. Hughey, M.W. 2018. Four Thoughts on Charles Mills’ Black Rights/White Wrongs: The Critique of Racial Liberalism. Ethnic and Racial Studies Review. 41(3): 523-31. Read
11. Sheena, G. and Hughey, M. 2019. Still the Tragic Mulatto? Manufacturing Multiracialization in Magazine Media, 1961-2011. Ethnic and Racial Studies. 42(4): 645-65. Read
12. Hughey, M. W. (2020) “The Souls of White Folk” (1920–2020):A Century of Peril and Prophecy, Ethnic and Racial Studies, 43(:8), 1307-1332. Read
13. Hughey, M. W. & Rosino, M. L. (2020). “Distinctions, Dilemmas, and Dangers: Sociological Approaches to Race and Nationalism.” In The Routledge International Handbook of Contemporary Racisms. J. Solomos (ed.). Routledge. Read
14. Parks, G. S. & Hughey, M. W.. (2020) . A Pledge with Purpose: Black Sororities and Fraternities and the Fight for Equality. New York University Press. Read
15. Hughey, M. W. & González-Lesser, E. (2020). “The ‘Labor’ of Racialized Media: Stuart Hall and the Circuit of Culture.” Racialized Media: The Design, Delivery, and Decoding of Race and Ethnicity. M. W. Hughey and E. González-Lesser (eds.) New York University Press. Read
16. González-Lesser, E. & Hughey, M. W. (2020) . “Conclusion. Next Steps for Media Studies.” Racialized Media: The Design, Delivery, and Decoding of Race and Ethnicity. M. W. Hughey and E. González-Lesser (eds.) New York University Press. Read
17. Hughey, M. W. (2021). “Debating Du Bois’s Darkwater: From Hymn of Hate to Pathos and Power.” In Identities: Global Studies in Culture and Power.  Read
18. Hughey, M. W. (2021). “The Who and Why of QAnon’s Rapid Rise.”  In New Labor Forum , 30(3), :76–87. Read
19. Hughey, M. W. (2021).   “How Blackness Matters in White Lives.” In Symbolic Interaction ,44(2) ,: 412-448. Read
20. Hughey, M. W. (2021). “Prometheus as Racial Allegory: The Sociological Poetics of W. E. B. Du Bois.” In Journal of African American Studies , 25(1), :102-123. Read
21. Hughey, M. W. & Rosino, M. L. (2021). “Identity and Racialization.” In The Routledge Handbook of Interactionism.  L. T. Reynolds and N. J. Herman-Kinney (eds.). Routledge, 145-155.
22. Hughey, M. W. & and Schmitt, M. (2022) . The Social Antagonism between Whiteness and Antiracism: How and Why White Antiracists lose their Whiteness.In Zeitschrift fur Soziologie. Read
23. Hughey, M. W. (2022) . Superposition strategies: How and Why White People Say Contradictory Things About Race. Proceedings of the National Academy of Science, USA. Read
24. Hughey, M. W. &and Rosino, M.L. (2022). Make America White Again. In: Systemic Racism in America. In : Sociological Theory, Education Inequality, and Social Change. Routledge. Read
25. Hughey, M. 2025. “The Apostle of the Monkey Ancestral Business”: Darwinism and Black Newspapers as Counterpublics, 1859–1929. ISIS 116(4): 645-670. 
26. Hughey, M. 2024. W. E. B. Du Bois’s Influence on Whiteness Studies and Critical Race Theory. The Oxford Handbook of W. E. B. Du Bois.
27. Hughey, M. 2025. “I do consider some of them to be racially white but they shall not be White”: Terrorist Manifestos and the Construction of White Masculinity. Journal of Critical Race Inquiry 12(2): 23-45.  
28. Hughey, M. 2025. Invisible Hand-in-Glove? The Uneasy Intersections of Friedrich Hayek’s Neoliberalism and ‘Abdu’l-Bahá’s Bahá’í Economics. Religions 16. 
29. Hughey, M. 2025. “That Part of Us That Is Mystical”: The Paradoxical Pieties of Huey P. Newton. Religions 16.
30. Hughey, M. and Iyer, A. 2025. Reproductive Care Options in the US Criminal Justice System. Sociology Compass 19.

Articles

1. Hughey, M. 2024. … angels which Thou hast created of snow and of fire”: Bahá’í Angelology and God’s Dialogic Relationship to Humanity. Harvard Theological Review 117(4): 793-819.
2. White, C. & Hughey, M. 2024. Above the Color Line: W. E. B. Du Bois’s Otherworldly Perspective and a New Racial Order. Journal of the American Academy of Religion 91(3): 605-620.

Chapters

1. Glasberg, D.S. and Hughey, M.W. 2024. Epistemic violence and human rights in the American academy. In: Emancipatory Human Rights and the University. 
2. Hughey, M. 2024. White time: The relationship between racial identity, contexts, interactions, and temporality. In: The Routledge International Handbook of New Critical Race and Whiteness Studies, edited by R. Andreassen, C. Lundström, S. Keskinen, and S.A. Tate. London: Routledge. 

1. Pennant, A.L. (2021) . My Journey Into the 'Heart of Whiteness' Whilst Remaining my Authentic (Black) Self. In Educational Philosophy and Theory, 245–256. Read
2. Pennant, A.L. (2022) . Who’s checkin’ for Black girls and women in the “pandemic within a pandemic”? COVID-19, Black Lives Matter and educational implications. In Educational Review, 74(2), 1-24. . Read
3. Louise-Pennant, A. and Handford, M. 2025. The discursive construction of Black British women graduates’ in-groups and out-groups: a corpus-informed intersectional analysis. Corpora 20(1). [No affiliation]. 

Chapters

1. Pennant, A.L. 2024. Why the ‘P’ in PhD Stands for (Black) Power. In: The Black PhD Experience: Stories of Strength, Courage & Wisdom in UK Academia.

Monographs

1. Pennant, A.P. 2024. Babygirl. London: Bloomsbury.

1. Keet, A., Nel, W. & Sattarzadeh, S.D. (2021). #MustFall – The Event: Rights, Student Activism and the Transformation of South African Universities. In Lange, L., Reddy, V. and Kumalo, S. (eds) University on the Border: Crisis of authority and precarity. SUN Media. Read
2. Sattarzadeh, S. et al. (2022) . Teaching in the Age of Covid-19—The New Normal. In Postdigital Science and Education, 4, 877-1015. . Read

1. Belluigi, D.Z. and Keet, A. (Eds) 2024. Emancipatory Imaginations: Advancing Critical University Studies. Stellenbosch: African Sun Media. Read
2. Keet, A., Nel, W. and Sattarzadeh, S.D. 2017. Retreating rights: Human Rights, Pre-theoretical praxes and Student Activism in South African Universities. South African Journal for Higher Education, Volume 31(6): 79‒95. Read
3. Keet, A. 2017. Does Human Rights Education Exist? International Journal of Human Rights Education 1(1): 1-18. Read
4. Keet, A, Sattarzadeh, S & Munene, A. 2017. An Awkward, Uneasy (De) coloniality Higher Education and Knowledge Otherwise (editorial). Education as Change. 21(1): 1-12. Read
5. Cherrington, A.M., Botha, M. and Keet, A. (Eds.). 2018. ‘Decolonising’ Education Transformation (editorial). South African Journal of Education 38(5): 1-3. Read
6. Keet, A. and Muthwa, S. (2021) The Transformative/Responsive University in South Africa. In Brink, C. Eds, In The Responsive University and the Crisis in South Africa. Brill. Read
7. Keet, A., Nel, W. and Sattarzadeh, S.D. (2021) #MustFall – The Event: Rights, Student Activism and the Transformation of South African Universities. In Lange, L., Reddy, V. and Kumalo, S. Eds, In University on the Border: Crisis of authority and precarity. SUN Media. Read
8. Fataar, A., Motala, S., Keet, A., Lalu, P., Nuttall, S., Menon, K. and Staphorst, L. (2022) The University in Techno-rational times: Critical Universities studies, South Africa. In Educational Philosophy and Theory, 55(7), 835 – 843. Read
9. Keet, A. and Rafaely, D. 2025. ‘Beyond’ critique: universities, human rights, decolonisation, and the Sustainable Development Goals, Comparative Education, 61:3, 461-479.

Chapters

1. Keet, A., Chauke, T., Staphorst, L., Hamukuaya, H. and Honeycomb, N. 2024. Critique and disputations: Human rights, Africanisation, decolonisation, and the project of decentred critical university studies.
2. Tibbitts, F. and Keet, A. 2024. Introduction. Emancipatory Human Rights and the University.
3. Keet, A. and Tibbitts, F. Conclusion. Emancipatory Human Rights and the University.
4. Karnoff, R. and Keet, A. 2024. Human Rights Curriculum Programming in South African Universities. In: Emancipatory Human Rights and the University.
5. A Keet, MA Penkler, L Staphorst, JB Bazirake, D Rafaely. 2024. Plastic Refusals: The Africanization Challenge of South African Higher Education. Working with Theories of Refusal and Decolonization in Higher Education, 124-142
6. A Keet, T Chauke, H Hamukuaya, P Ajibade, N Honeycomb. 2024. On Leading Transformation: The Case of Nelson Mandela University. Achieving Nelson Mandela University? 127
7. Keet, A. and Belluigi, D. Introduction. Emancipatory Imaginations: Advancing Critical University Studies

1. Du Preez, J. B. (2020) ‘Rediscovering the Erotic as Ordinary’ in South African Women’s Short Fiction., In Journal of Southern African Studies, 46(:4), 689-702. Read
2. Du Preez, J. B. (2020). Women's Solidarity in Sol T. Plaatje's Mhudi. In: Sol Plaatje's Mhudi: History, Criticism, Celebration. Eds. Sabata-mpho Mokae and Brian Willan. Auckland Park: Jacana. 171-190. Read
3. Du Preez, J.B. (2022). Love and Space in Contemporary African Diasporic Women’s Writing: Making Love, Making Worlds, by Jennifer Leetsch. In English Academy Review, 39(1), : 105-107. Read
4. Du Preez, J.B. (2022). Navigating the Sspectacular in Qqueer African Eerotic Sshort Ffiction. In: The Short Story in South Africa: Contemporary Trends and Perspectives. Routledge.  Read

Chapters

1. Du Preez, J. 2024. Emancipatory Imaginations: Advancing Critical University Studies.

Chapters

1. H Hamukuaya, JB Bazirake, C Mapaling, N Honeycomb, N Mukadam. 2024. Policy Crisis and Transformation: An Exploration of Nelson Mandela University’s Approach to Humanizing the Institution. The Bloomsbury Handbook of Diversity, Crises and Transformative Leadership
2. Fraser-Moleketi, G., Argyriades, D., Bazirake, J. B., & Mukadam, N. (2025). Africa rising in a fast-changing world: Transcending continental public administration challenges. In Public administration in the new reality (pp. 223-269). Singapore: Springer Nature Singapore.

1. Staphorst, L. (2020). “… the broken Dutch they understood and spoke …”: Die ǀxam-Boesmans, die Bleek en Lloyd-argief, en die Afrikaanse taalgeskiedenis. In Tydskrif vir Nederlands en Afrikaans. Read
2. Staphorst, L. (2020) . Book report: Decolonisation in Universities: The Politics of Knowledge by Jonathan D. Jansen (ed.). In Educational Research for Social Change,  9(1), : 92-94. Read
3. Staphorst, L. (2020) . ‘An African Elegy’ – Ben Okri: a brief analysis. In Teaching English Today,  10, : 1-4.  Read
4. Staphorst L. (2021) . “To Tongue the Body | To Body the Tongue: Problematizing the Translation of Oral Traditions.” In : Akinyemi A., Falola T. (eds) The Palgrave Handbook of African Oral Traditions and Folklore. Palgrave Macmillan. Read
5. Staphorst, L. (2021). hu|huŋaŋ |ne e: ǂkakǝn au hi |enni |emm [Europeans are those who talk with the tip of their tongue]: Colonialesque Knowledge, Attuned Thinking and the Bloody Body of Scholarship Known as Bushman Studies. Southern African Humanities. Read
6. Staphorst, L. (2021) . Voorgevoelens, Vvertolkings en Vverklarings: resepsie van ’n 19de-eeuse ǀxam-kum. Tydskrif vir Letterkunde. Read
7. Staphorst, L. (2021). Book review: The Tough Alchemy of Ben Okri, by Rosemary Alice Gray.  In English Academy Review,  Vol. 38 (1) ,: 93-6. Read
8. Fataar, A., Motala, S., Keet, A., Lalu, P., Nuttall, S., Menon, K., and Staphorst, L. (2022). The university in techno-rational times: Critical universities studies, South Africa. In Educational Philosophy and Theory, 55(7), 835-843. Read
9. Staphorst, L. (2022) . “van die oorspronklike lippe” (from the original lips): The 19th Century Cape Colony, Holographic Archaeology, and the Historicity of Gideon von Wielligh’s |xam-Afrikaans collection. In Journal of Southern African Studies ,48(6), : 993-1011. Read
10. Staphorst, L. (2022) . Antjie Somers, Meat Eaters, and the Question of Complex Reading: A Response to Chan Croeser and Jacomien van Niekerk’s essays in the Children and Youth Book Seminar Series. In LitNet. Read
11. Staphorst, L. (2025). I write what I must: autoethnography, colonial scripts, and wegskrywing in the South African university. In: In the Belly of the University: Challenging Institutional Cultures in Higher Education. Eds. C. van der Westhuizen, Q. Maqabuka,  N. Mkhize, B. Magoqwana, and G. Holtzman. Gqeberha: Mandela University Press: 235-252.
12. Staphorst, L. 2025. Om "verd(r)inging" as BADaptation te konseptualiseer: mondelinge tradisie, epistemiese geweld, en die wisselwerking tussen G.R. von Wielligh se Boesman-Stories (1919-1921) en Wendy Maartens se Sankind lees die wind (2024). Stilet: Tydskrif van die Afrikaanse Letterkundevereniging 37(1-2): 85-112.
13. Staphorst, L. 2025. 'First Peoples': Laurens van der Post's Usage of the Term Antedating the OED Entry. Notes & Queries: for readers and writers, collectors and librarians 72(4): 418-420.
14. Staphorst, L. 2025. On Stryd-perke [Limited Spatio-Temporal Struggles) vis-a-vis Racialised Nationalism and South African Language Political Memory: An Archaeological Genealogy of Kaapse Afrikaans. Journal of Nationalism, Memory & Language Politics 19(2): 120-156.
15. Staphorst, L. 2025. "now the yard is crawling with bushman stories:" a comparison between thematically related |xam folkloric texts from the Bleek and Lloyd (1911) and Von Wielligh (1919-1921) collections in relation to accusations of plagiarism. Southern African Journal for Folklore Studies 34(2): 1-20.
16. Staphorst, L. 2025. Reading between fire and ash: reflections on colonial-era African archives in the time of the archival (b/t)urn. International Journal of African Renaissance Studies - Multi-, Inter- and Transdisciplinarity 20(1): 60-77.

Articles

1. Staphorst, L. 2024. Oranjerivierafrikaans, ʼn Argeologiese Genealogie. Deel I. 1595-1916. Stellenbosch Papers in Linguistics Plus.
2. Staphorst, L. 2024. Oranjerivierafrikaans, ʼn Argeologiese Genealogie. Deel II. 1917-1979. Stellenbosch Papers in Linguistics Plus. 
3. Staphorst, L. 2024. Oranjerivierafrikaans, ʼn Argeologiese Genealogie. Deel III. 1980-1998. Stellenbosch Papers in Linguistics Plus.
4. Staphorst, L. 2024. Oranjerivierafrikaans, ʼn Argeologiese Genealogie. Deel IV. 1999-2021. Stellenbosch Papers in Linguistics Plus.
5. Staphorst, L. 2024. "The Language of the Eye Is Not the Language of the Ear": English, Translationality, and (Dis)Similarities between Chinua Achebe's Things Fall Apart and Ngũgĩ wa Thiong'o's Devil on the Cross. Research in African Literatures.
6. Staphorst, L. 2024. English and/in Africa: reflections on the language question, Afropolitanism, and linguistic orientation six decades after the ‘African Writers Conference’. Acta Academica.
7. Staphorst, L. 2024. ‘Innie Malmesbuġy waa ôs bly’: Taalburgerskap, Arabies-Afrikaans, en die bry-r in Ashwin Arendse se Swatland. Southern African Linguistics and Applied Language Studies. 

Chapters

1. Staphorst, L. and Keet, A. 2024. Emancipatory Imaginations: Advancing Critical University Studies
2. Keet, A., Chauke, T., Staphorst, L., Hamukuaya, H. and Honeycomb, N. 2024. Critique and disputations: Human rights, Africanisation, decolonisation, and the project of decentred critical university studies.
3. A Keet, MA Penkler, L Staphorst, JB Bazirake, D Rafaely. 2024. Plastic Refusals: The Africanization Challenge of South African Higher Education. Working with Theories of Refusal and Decolonization in Higher Education, 124-142