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Direct linkBekerman, Zvi; Zembylas, Michalinos – Paedagogica Historica: International Journal of the History of Education, 2016
The present paper deals with epistemological and methodological issues as these touch upon the products of educational practices related to the teaching of historical narratives in settings purposely created to facilitate dialogue, inclusion and recognition among children thought to be belonging in clearly differentiated and antagonistic groups in…
Descriptors: Foreign Countries, Conflict, Epistemology, Educational Practices
Zembylas, Michalinos; Ferreira, Ana – Journal of Peace Education, 2009
In this article, we present vignettes from two projects--one in Cyprus and the other in South Africa--to show how some classrooms enact "heterotopic" affective spaces that oppose normal/ized identities, that is, identities grounded in polarized trauma narratives. The notion of heterotopia is a spatial concept developed by Foucault to…
Descriptors: Conflict, Foreign Countries, Identification (Psychology), Vignettes
Zembylas, Michalinos; Bekerman, Zvi – European Educational Research Journal, 2013
This article takes on the issue of "integrated education" in conflicted societies and engages in a deeper analysis of its dominant theoretical concepts, approaches, and implications. This analysis suggests that the theoretical language that drives current approaches of integrated education may unintentionally be complicit to the project…
Descriptors: Conflict, Integration Studies, Social Change, Acculturation
Zembylas, Michalinos; Bekerman, Zvi – Curriculum Inquiry, 2008
The purpose of this article is to explore the meanings and implications of dangerous memories in two different sites of past traumatic memories: one in Israel and the other in Cyprus. Dangerous memories are defined as those memories that are disruptive to the status quo, that is, the hegemonic culture of strengthening and perpetuating existing…
Descriptors: Ethnography, Longitudinal Studies, Memory, Foreign Countries
Zembylas, Michalinos – Pedagogy, Culture and Society, 2009
This article analyses the role of emotions in the constitution of political identity and boundary formation, and discusses the educational implications of that analysis in the context of citizenship education. The author begins by examining how affect is fundamental to the formation of borders, nationhood and citizenship, and discusses the role of…
Descriptors: Citizenship, Citizenship Education, Psychological Patterns, Nationalism
Zembylas, Michalinos – Teaching & Teacher Education: An International Journal of Research and Studies, 2005
This paper invokes a poststructuralist lens--and, in particular, Foucauldian ideas--in conceptualizing teacher emotions as "discursive practices." It is also argued that within this theoretical framework, teacher identity is theorized as constantly becoming in a context embedded in power relations, ideology, and culture. In terms of the…
Descriptors: Investigations, Followup Studies, Ethnography, Emotional Response
