Book Chapters

CHAIR

Prof André Keet

2019

  • Keet, A. 2019. The Plastic University: Knowledge, Disciplines and the Decolonial Turn. In Jansen, J. (Ed). Decolonisation in Universities: The Politics of Knowledge. Johannesburg, Wits University Press, pp. 202-216.

2018

  • Keet, A. 2018. Crisis and Critique: Critical Theories and the Renewal of Citizenship, Democracy, and Human Rights Education. In Zembylas, M. and Keet, A. (Eds.). Critical Human Rights, Citizenship, and Democracy Education: Entanglements and Regenerations. London: Bloomsbury Academic, pp. 17-33.
  • Keet, A. and Nel, W. 2018. Rights, Regulation and Recognition: Studying Student Leaders’ Experiences of Participation and Citizenship within a South African University. In Palaiologou, N. and Zembylas, M. (Eds.). Human rights education and citizenship education: Intercultural perspectives within an international context. UK: Cambridge University, pp. 29-57.
  • Keet, A. and Zembylas, M. 2018. Introduction. In. Zembylas, M. and Keet, A. (Eds.). Critical human rights, citizenship, and democracy education: Entanglements and regenerations. London: Bloomsbury, pp. 1-16.

 

HONORARY PROFESSORS

Prof Shirley Anne Tate

2020

  • Tate, S.A. 2020. Anger, psychic institutional pain and silencing in academia. In (Eds.). Scholarly Engagement and Decolonization: Views from South Africa, The Netherlands and the United States (in press).
  • Tate, S.A. 2020. Love for the dead: sambo and the libidinal economy of “post-race” conviviality. In. Griznic, M., Pristoviek, J. and Utiz, S. (Eds.). Rethinking the Past for a New Conviviality: Opposing Colonialism, Anti-Semitism, Turbo-Nationalism. Newcastle upon Tyne: Cambridge Scholars Press, pp. 531-548.
  • Tate, S.A. 2020. The student of color attainment gap in higher education and the institutional culture of equality, diversity and inclusion. In Papa, R. et al (Eds.). Handbook on Promoting Social Justice in Education. Switzerland: Springer. (Published online).

2019

  • Tate S. A. 2019. Why I Can’t Quite Put My Finger on It: Touching Institutional Racism. In Davis, D. (Ed.). Black Existentialism: Essays on the Transformative Thought of Lewis R. Gordon. London/New York: Rowman & Littlefield International, pp. 105-119.
  • Tate, S.A. and Fink, K. 2019. Skin colour politics and the white beauty standard. In Liebelt, C. et al (Eds.). Beauty and the Norm. Switzerland: Palgrave Macmillan, pp. 283-297.

2018

  • Tate, S.A. 2018. Border bodies: Mixedness and passing in ‘Prison Break’. In Griznic, M. et al (Eds.). Border Thinking: Disassembling Histories of Racialized Violence. Vienna: Sternberg Press.
  • Tate, S.A. 2018. Debating 'natural/unnatural' Black hair. In Geraldine Biddle-Perry (Ed). The Cultural History of Hair (in press, October 2018).
  • Tate, S.A. 2018. Descolonizando a Raiva: teoria feminista negra e a práctica nas universidades do Reino Unido. In Costa, J. et al (Eds.). Decolonialidade e Pensamento Afrodiaspórico (Decolonizing anger: Feminist theory and practice in UK universities).
  • Tate, S.A. and Arshad-Mather, N. 2018. Visioning Muslim women leaders and organisational leadership in the twenty-first century. In Broadbridge, A. and Fielden, S. (Eds.). Research Handbook of Diversity and Careers. London: Edward Elgar, pp. 292-307.

2017

  • Tate, Shirley Anne. 2017. ‘Skin: Post-feminist bleaching culture and the political vulnerability of Blackness’ in Ana Sofia Elias, Rosalind Gill and Christina Scharff (eds). Aesthetic Labour: Rethinking Beauty Politics in Neo-liberalism. London: Palgrave Macmillan, pp. 199-213.
  • Tate, Shirley Anne. 2017. How do you feel? ‘Well-being’ as a deracinated strategic goal in UK universities, In Gabriel and Tate (eds.), Inside the Ivory Tower: Narratives of women of colour surviving and thriving in British academia. London: Trentham Books, pp. 54-66.

 

Prof Michalinos Zembylas

2020

  • Zembylas, M. 2020. A posthumanist critique of human rights: Towards an agonistic account of rights in inclusive education. In Thomas, M., Walker, P. and Heng L. (Eds.). Studies in Inclusive Education. Brill Publishers.
  • Zembylas, M. 2020. Affective citizenship and education in multicultural societies: Tensions, ambivalences and possibilities. In Peterson, A., Stahl, G. and Soong, H. (Eds.). The Palgrave handbook of citizenship and education. Switzerland: Palgrave Macmillan.
  • Zembylas, M. 2020. The ethics and politics of traumatic shame: Pedagogical insights. In B. Dernikos, N., Lesko, S., McCall, D. and Niccolini, A. (Eds.). Mapping the affective turn in education: Theory, Research, Pedagogy. New York: Routledge.

2019

  • Bozalek, V. and Zembylas, M. 2019. Perceptions on socially just pedagogies in higher education. In Maré, M. (Ed.) Race in Education. South Africa: African SunMedia and STIAS, pp. 5-39.
  • Bozalek, V., Zembylas, M. and Shefer, T. 2019. Response-Able (Peer) Reviewing Matters in Higher Education: A Manifesto. In Taylor, C.A. and Bayley, A. (Eds.). Posthumanism and Education: Reimagining Pedagogy, Practice and Research. Switzerland: Palgrave MacMillan, pp. 349-357.
  • Charalambous, P., Charalambous, C. and Zembylas, M. 2019. Inarticulate Voices: Translanguaging in an Ecology of Conflict. In Jaspers, J. and Madsen, L.M. (Eds.). Critical Perspectives on Linguistic Fixity and Fluidity: Languagised Lives. New York: Routledge, pp. 167-191.
  • Zembylas, M. 2019. Affect, race, and white discomfort in schooling: Decolonial strategies for ‘pedagogies of discomfort’. In Suissa, J. and Chetty, D. (Eds.). Critical philosophy of race and education. London: Taylor and Francis/Routledge.
  • Zembylas, M. 2019. Afterword. In. Leander, K.M. and Ehret, C. (Eds.). Affect in Literacy, Learning and Teaching: Pedagogies, Politics and Coming to Know. London & New York: Routledge, pp. 223-228.
  • Zembylas, M. 2019. Butler, Judith. In Atkinson, P., Delamont, S., Hardy, M.A. and Williams, M. (Eds.). SAGE Research Methods Foundations. DOI: 10.4135/9781526421036745329.

2018

  • Bozalek, V. and Zembylas, M. 2018. Practicing reflection or diffraction? Implications for research methodologies in education. In Bozalek, V., Braidotti, R., Shefer, T. and Zembylas, M. (Eds.). Socially just pedagogies in higher education. London: Bloomsbury, pp. 47-62.
  • Bozalek, V., Zembylas, M. and Shefer, T. 2018. Introduction. In Bozalek, V., Braidotti, R., Shefer, T. and Zembylas, M. (Eds.). Socially just pedagogies in higher education. London: Bloomsbury, pp. 1-11.
  • Palaiologou, N. and Zembylas, M. 2018. Introduction. In Palaiologou, N. and Zembylas, M. (Eds.).  Human Rights and Citizenship Education: An Intercultural Perspective. Newcastle upon Tyne: Cambridge Scholars Publishing, pp. 1-10.
  • Zembylas, M. 2018. Critical peace education as a response to interethnic violence. In. Shapiro, H. (Ed.). The handbook of violence in education: Forms, factors, and preventions. NJ: Wiley Blackwell Publishers, pp. 577-594.
  • Zembylas, M. 2018. Teacher resistance towards difficult histories: The centrality of affect in disrupting teacher learning. In C. Peck & T. Epstein (Eds.), Teaching and learning difficult histories in international contexts: A critical sociocultural approach. New York: Routledge, pp. 189-202.
  • Zembylas, M. 2018. Toward a Decolonizing Approach in Human Rights Education: Pedagogical Openings and Curricular Possibilities. In Zembylas, M. & Keet, A. (Eds.). Critical Human Rights, Citizenship, and Democracy Education: Entanglements and Regenerations. London: Bloomsbury Academic, pp. 35-50.
  • Zembylas, M. and Palaiologou, N. 2018. Epilogue: Continuing the exploration of the intersection between intercultural, human Rights and citizenship education. In Palaiologou, N. and Zembylas, M. (Eds.). Human Rights and Citizenship Education: An Intercultural Perspective. Newcastle upon Tyne: Cambridge Scholars Publishing, pp. 280-283.
  • Zembylas, M., Charalambous, C., Charalambous, P., and Lesta, S. 2018. Human rights through the eyes of Greek-Cypriot teachers: The ‘interplay’ between transnational discourses and ethno-national demands. In Palaiologou, N. and Zembylas, M. (Eds.). Human rights education and citizenship education: Intercultural perspectives within an international context. Cambridge: Cambridge Scholars Publishing, pp. 73-89.

2017

  • Bekerman, Z. & Zembylas, M. 2017. Mediating collective memories and official histories in conflict-affected societies: Pedagogical responses to ‘individual’ narratives and competing collective memories. In H. Elmersjö, A. Clark & M. Vinterek (Eds.), International Perspectives on Teaching Rival Histories: Pedagogical Responses to contested narratives and the history wars. Basingstoke: Palgrave Macmillan, pp. 133-153.
  • Charalambous, P., Charalambous, C. & Zembylas, M. 2017. Teachers as policy interpreters in context: Representations of the ‘Peaceful Coexistence’ policy against the established discourse of ‘I don’t forget’. In I. Psaltis, N. Anastasiou, H. Faustmann, M. Hadjipavlou, H. Karahasan, & M. Zackheos (Eds.), Education in a Multicultural Cyprus. Newcastle upon Tyne: Cambridge Scholars Publishing, pp. 156-184.
  • Zembylas, M. & Bekerman, Z. 2017. Some reflections on critical peace education. In C. Borg & M. Grech (Eds.). Pedagogy, politics and philosophy of peace: Interrogating peace and peace-making. New York: Bloomsbury Academic, pp. 147-160.
  • Zembylas, M. & Karahasan, H. 2017. Formal and Non-formal Reform Efforts of History Teaching in Cyprus: Openings and Closures for Dangerous Memories and Reconciliation Pedagogies. In C. Psaltis, M. Carretero, S. Cehajic-Clancy (Eds.). History Education and Conflict Transformation. Social Psychological Theories, History Teaching and Reconciliation. Cham, Switzerland: Palgrave Macmillan, pp. 321-339.
  • Zembylas, M. 2017. Emotion, critical pedagogy and human rights education. In M. Bajaj (Ed.), Human Rights Education: Theory, Research & Praxis. Philadelphia, PA: University of Pennsylvania Press, pp. 47-68.
  • Zembylas, M. 2017. Emotions and educational leadership. In M. Peters (Ed.), Encyclopedia of educational philosophy and theory, Volume 1, A-F. Springer: Singapore, pp. 718-722.
  • Zembylas, M. 2017. In search of critical and strategic pedagogies of compassion: Interrogating pity and sentimentality in higher education. In P. Gibbs (Ed.), The pedagogy of compassion at the heart of higher education. Dordrecht, The Netherlands: Springer, pp. 173-187.

 

VISITING PROFESSORS

Prof Monisha Bajaj

2019

  • Bajaj, M. 2019. Schools as Sites of Refuge and Resource for Newcomer Immigrant Youth and Families. In Bravo, F. and Brigham, E. (Eds.). Beyond Borders: Reflections on the Resistance and Resilience Among Immigrant Youth and Families. San Francisco: University of San Francisco Press, pp. 39-50.

2018

  • Bajaj, M. 2018. Children’s rights in India: Critical insights on policy and practice. In Zembylas, M. and Keet, A. (Eds.). Critical human rights, citizenship and democracy education: Entanglements and regenerations. London: Bloomsbury Press, pp. 139-156.
  • Bajaj, M. and Vlad, I. 2018. Dialogue and Agency: Educating for Peace and Social Change. In Stearns, P. (Ed.). Peacebuilding through Dialogue: Education, Human Transformation, and Conflict Resolution. Charlottesville: University of Virginia Press.
  • Bajaj, M., Canlas, M. and Argenal, A. 2018. Critical pedagogy & transformative human rights education. In Palaiologou, N. and Zembylas , M. (Eds.). Human rights education and citizenship education: Intercultural perspectives within an international context. UK: Cambridge University, pp. 12-28. 
  • Bajaj, M., Canlas, M. and Argenal, A. 2018. Human Rights Education and Critical Pedagogy for Marginalized Youth. In Palaiologou, N. and Zembylas, M. (Eds.). Human Rights and Citizenship Education: An Intercultural Perspective. Newcastle upon Tyne: Cambridge Scholars Publishing, pp. 12-28.

 

Prof Rajani Naidoo

  • Lee, J. and Naidoo, R. (forthcoming). Complicit Reproductions in the Global South: Courting World Class Universities and Global Rankings. In Besby, T., Hyvonnen, M., Peters, M. and Rider, S. (Eds.). World Class Universities: A Contested Concept. Dordrecht: Springer.

 

Prof Cláudio Costa Pinheiro

2019

  • Pinheiro, C. 2019. Aníbal Quijano: A Historical Sociology of Power. In: Fernanda, B. (Ed.). Key Texts for Latin American Sociology. London: Sage/ISA, pp. 64-73.

 

Prof Encarnación Gutiérrez Rodríguez

2020

  • Rodríguez, E.G. 2020. Creolising Conviviality: Thinking Relational Ontology and Decolonial Ethics Through Ivan Illich and Edouard Glissant. In Hemer, O., Frykman, M.P. and Ristilammi, P. (Eds.). Conviviality at the Crossroads: The Poetics and Politics of Everyday Encounters. London: Palgrave Macmillan, pp. 105-124.

2018

  • Rodríguez, E.G. 2018. Conceptualizing the Coloniality of Migration. On European Settler Colonialism-Migration, Racism, and Migration Policies. In Bachmann-Medick, D. and Kugele, J. (Eds.). Migration: Changing Concepts, Critical Approaches. pp. 193-209.
  • Rodríguez, E.G. 2018. Institutioneller Rassismus und Migrationskontrolle in der neoliberalen Universität am Beispiel der Frauen und Geschlechterforschung. In Laufenberg, M., Erlemann, M., Norkus, M. and Petschick, G. (Eds.). Prekäre Gleichstellung. Hamburg: Springer Verlag, pp. 101-128.

 

Prof Felisa Tibbitts

2018

  • Tibbitts, F. 2018. Contested Universalism and Human Rights Education: Can There Be a Deliberative Hybrid Solution for Schooling?. In Zembylas, M. & Keet, A. (Eds.). Critical Human Rights, Citizenship, and Democracy Education: Entanglements and Regenerations. London: Bloomsbury Academic, pp. 101-119.
  • Tibbitts, F. 2018. Principles for Building Human Rights- Infused Intercultural Competencies. In Palaiologou, N. and Zembylas, M. (Eds.). Human Rights and Citizenship Education: An intercultural perspective. Cambridge, UK: Cambridge Scholars Publishers, pp. 91-117.

 

ADJUNCT PROFESSORS

Prof Verne Harris

2019

  • Harris, V and Gould, C. 2019. Memory for Justice. In Ninomiya, A. (Ed.). Peace Sowers Around the World. Brazil: Simplíssimo.

 

RESEARCH ASSOCIATES

Prof Jason Arday

2019

  • Arday, J. 2019. Equality and Diversity in Teacher Education: Developing an Understanding of Race and Ethnicity in the Classroom. In Walton-Fisette, J.L., Sutherland, S. and Hill, J. Charlotte (Eds.). Teaching About Social Justice Issues in Physical Education. NC: Information Age Publishing, pp. 185-196.
  • Arday, J. 2019. Race and educational leadership: Where do we start? In Miller, P. and Callender, C. (Eds.). Race, Leadership and Education in England: An Integrated Analysis. London: Bloomsbury. 

 

Prof Dina Belluigi

2019

  • Belluigi, D.Z. 2019. Visual Narratives as Reflective Processes for Learning Engagement. In Peters, M.A. and Heraud, R. (Eds.). Encyclopedia of Educational Innovation. Springer Nature Singapore Pte Ltd.

 

Prof Joanne Coysh

2018

  • Coysh, J. 2018. Exploring Power and Discourse in Human Rights Education. In Zembylas, M. & Keet, A. (Eds.). Critical Human Rights, Citizenship, and Democracy Education: Entanglements and Regenerations. London: Bloomsbury Academic, pp. 51-66.

 

Prof Matthew W. Hughey

2019

  • Gardner, S. and Hughey, M. 2019.  Still the Tragic Mulatto? Manufacturing Multiracialization in Magazine Media, 1961-2011.  In Gonzalez-Sobrino, B. and Goss, D.R. (Eds.). The Mechanisms of Racialization Beyond the Black/White Binary. Taylor and Francis.