Journal Articles

PEER-REVIEWED JOURNAL ARTICLES

CHAIR

Prof André Keet

2018

  • Cherrington, A.M., Botha, M. and Keet, A. (Eds.). 2018. Editorial. South African Journal of Education 38(5): 1-3.

2017

  • Keet, A, Sattarzadeh, S & Munene, A. 2017. An Awkward, Uneasy (De) coloniality (editorial). Education as Change. 21(1): 1-12.
  • Keet, A. 2017. Does Human Rights Education Exist? International Journal of Human Rights Education 1(1): 1-18.
  • 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.

 

HONORARY PROFESSORS

Prof Shirley Anne Tate

2019

  • 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. 

2018

  • Tate, S.A. & D. Page. 2018. Whiteliness and institutional racism: Hiding behind unconscious bias, Ethics and Education. 13: 141-155.

2017

  • Tate, S.A. 2017. Introduction: Building the anti-racist university-next steps in Building the anti-racist university Race, Ethnicity and Education 20 (3), May: 289-299.
  • Tate, Shirley Anne. 2017. Libidinal economies of Black hair: Subverting the governance of strands, subjectivities and politics, Image and Text 29: 95-111.

 

Prof Michalinos Zembylas

2020

  • Zembylas, M. 2020. From the ethic of hospitality to affective hospitality: Ethical, political and pedagogical implications of theorizing hospitality through the lens of affect theory. Studies in Philosophy and Education. 39(1): 37–50.
  • Zembylas, M. 2020. On the unrepresentability of affect in Lyotard’s work: Towards pedagogies of ineffability. Educational Philosophy and Theory. 52(2): 180-191.
  • Zembylas, M., Loukaidis, L. and Antoniou, M. 2020. Enacting critical hermeneutics in religious education: Epistemological tensions, contextual realities, and teachers’ challenges. Journal of Beliefs & Values. DOI: 10.1080/13617672.2018.1468701.

2019

  • 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.

2018

  • 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
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • Zembylas, M. 2018. Affect, race, and white discomfort in schooling: Decolonial strategies for ‘pedagogies of discomfort’. Ethics and Education. 13(1): 86-104.
  • 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.
  • Zembylas, M. 2018. Counter-conducts as affective practices in the classroom: The task of pedagogies of estrangement. Teaching Education. 29(1): 98-110.
  • 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.
  • 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.
  • 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.
  • 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.
  • Zembylas, M. 2018. Mourning postmodernism in educational theory. Educational Philosophy and Theory. 50(14):  1621-1622.
  • 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.
  • 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.
  • 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.
  • Zembylas, M. 2018. Rethinking the demands for ‘preferred’ teacher professional identities: Ethical and political implications. Teaching and Teacher Education. 76: 78-85.
  • 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.
  • 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.
  • 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.
  • Zembylas, M. and Bekerman, Z. 2018. “A teacher’s stance to the Cyprus conflict is a matter of morality”: Some insights on the entanglement of moral and peace education. Journal of Peace Education. DOI: 10.1080/17400201.2018.1555154.
  • 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.
  • 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.
  • 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.

2017

  • Klerides, L. & Zembylas, M. 2017. Identity as immunology? History teaching in two ethnonational borders of Europe. Compare 47(3): 416-433.
  • 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.
  • Zembylas, M. 2017. Cultivating Critical Sentimental Education in Human Rights Education. International Journal of Human Rights Education. 1(1). Retrieved from http://repository.usfca.edu/ijhre/vol1/iss1/3
  • 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.
  • Zembylas, M. 2017. Re-contextualising human rights education: Some decolonial strategies and pedagogical/curricular possibilities. Pedagogy, Culture & Society 25(4): 487-499.
  • Zembylas, M. 2017. The contribution of the ontological turn in education: some methodological and political implications. Educational Philosophy and Theory 49(14): 1401-1414.
  • Zembylas, M. 2017. Wilful ignorance and the emotional regime of schools. British Journal of Educational Studies, DOI: 10.1080/00071005.2017.1290785

 

  • 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.

 

VISITING PROFESSORS

Prof Michael Okyerefo

2019

  • Okyerefo, M.P.K. 2019. Scrambling for the Centre: Ghana’s New Churches as an Alternative Ideology and Power. Religions. 10(12): 668-680.
  • Fiaveh, D.Y. and Okyerefo, M.P.K. 2019. Femininity, Sexual Positions and Choice. Sexualities. 22(1-2): 131-147.

 

Prof Rajani Naidoo

2019

  • 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.

2018

  • 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. 

 

Prof Monisha Bajaj

2019

  • Bajaj, M. 2019. Conceptualizing Critical Peace Education for Conflict Settings. Education and Conflict Review. 2, 65-70.

2018

  • Bajaj, M. 2018. Conceptualizing Transformative Agency in Education for Peace, Human Rights, and Social Justice. International Journal of Human Rights Education, 2(1). Retrieved from https://repository.usfca.edu/ijhre/vol2/iss1/13.
  • 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.
  • Bajaj, M. and Suresh, S. 2018. The "warm embrace" of a newcomer school for immigrant & refugee youth. Theory into Practice. 57(2): 91-98.

 

Prof Encarnación Gutiérrez Rodríguez

2019

  • 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.

2018

  • 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.
  • 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.
  • Rodríguez, E.G. 2018. Introduction: Care Work – International perspectives and reflections. (gemeinsam mit Brigitte Aulenbacher und Brigitte Liebig), Österreichische Zeitschrift für Soziologie (ÖZS). 43: 1-5.

 

Prof Xolela Mangcu

2019

  • Mangcu, X. 2019. Mandela: The Untold Heritage. Journal of Southern African Studies (CJSS). 45(6): 1033-1050.

 

Prof Cláudio Pinheiro

2019

  • Pinheiro, C.C. 2019. Asia with Salsa & Samba: Asia Studies publications in Portuguese and Spanish languages. The Newsletter, International Institute of Asian Studies. 83: 14-15.
  • Pinheiro, C.C., Vermeulen, H. and Schröder, P. 2019. The German Tradition in Latin American Anthropology. Revista de Antropologia Jornal. 62(1): 64-96.

 

ADJUNCT PROFESSORS

Prof Verne Harris

2019

  • 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.

2018

  • Harris, V. 2018. Passion for Archive. Archives and Manuscripts. 46(2): 193-199.

 

RESEARCH ASSOCIATES

Prof Jason Arday

2019

  • Arday, J. 2019. Dismantling power and privilege through reflexivity: Negotiating normative Whiteness, the Eurocentric curriculum and racial micro-aggressions within the Academy. Whiteness and Education. 3(2): 141-161.

 

Dr Dina Belluigi

2020

  • Belluigi, D. Z. 2020. “It’s Just Such a Strange Tension”: Discourses of Authenticity in the Creative Arts in Higher Education. International Journal of Education Through Art. 21(5): 1-25.

2019

  • 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.
  • 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.

 

Prof Tara Fiorito

2019

  • Fiorito, T.R. 2019. Beyond the Dreamers: Collective Identity and Subjectivity in the Undocumented Youth Movement. Mobilization: An International Quarterly. 24(3): 345-363.  
  • Fiorito, T.R. 2019. Learning to be Legal: Ambivalent Narratives of Joy and Guilt in the Transition to Legality. Citizenship Studies. (under review).

 

Prof Matthew Hughey

2019

  • 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.

2018

  • 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.
  • 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.
  • Hughey, M.W. 2018. Schrödinger’s Whiteness. Contexts. 17(2): 17-19.
  • 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.
  • 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.
  • 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.

2017

  • 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.
  • Hughey, Matthew W. 2017. White Lives Matter?. In “Whitewashing the Working Class”. Contexts 16(2):17-18.
  • 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.
  • 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.

 

Dr Sharon Stein

2019

  • 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.

 

Dr S.N. Nyeck

2019

  • 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.

 

RESEARCH FELLOWS

Dr Marisa Botha

2018

  • Botha, M. 2018. Psychological sequelae of political imprisonment, specifically post-traumatic stress disorder, in 491 Days by Winnie Madikizela- Mandela. Literator 39(1), a1451. https://doi.org/ 10.4102/lit.v39i1.1451
  • Cherrington, A.M., Botha, M. and Keet, A. (Eds.). 2018. Editorial. South African Journal of Education 38(5): 1-3.

 

RESEARCH ASSISTANTS

Pedro Mzileni

2020

  • Mzileni, P. 2020. Informal Education and Collective Conscientisation in the #FeesMustFall Movement at Nelson Mandela University. Educational Research for Social Change. 9: 15-30. http://dx.doi.org/10.17159/2221-4070/2020/v9i0a2

2019

  • Mzileni, P., and Mkhize, N. 2019. Decolonisation as a Spatial Question: The Student Accommodation Crisis and Higher Education Transformation. South African Review of Sociology. 50(3-4): 104-115.

2018

  • Mzileni, P. 2018. Urban Land Use, Urbanization, and Higher Education Experiences: The case of Nelson Mandela University in Port Elizabeth. Journal of Public Administration. 53(2.1): 632-646.