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Zembylas, Michalinos – Studies in Philosophy and Education, 2019
This paper discusses Butler's theory on the possibility of precarity to serve as the nexus of ethical relations, while also exploring some of the pitfalls of her theorization to reconceptualize the pedagogical implications of a "critical pedagogy for precarity." In particular, the paper asks: How can precarity--understood as an…
Descriptors: Social Action, Political Attitudes, Critical Theory, Ethics
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Zembylas, Michalinos – Studies in Philosophy and Education, 2018
This article tries to defend the position that Holocaust Education can be enriched by appreciating laughter and humor as critical and transformative forces that not only challenge dominant discourses about the Holocaust and its representational limits, but also reclaim humanity, ethics, and difference from new angles and juxtapositions. Edgar…
Descriptors: Educational Philosophy, Death, Jews, European History
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Zembylas, Michalinos – Studies in Philosophy and Education, 2017
This paper follows recent debates around theorizations of "affect" and its distinction from "emotion" in the context of non-representational theories (NRT) to exemplify how the ontologization of affects creates important openings of ethical and political potential in educators' efforts to make productive interventions in…
Descriptors: Ethics, Politics, Theory Practice Relationship, Educational Practices
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Lanas, Maija; Zembylas, Michalinos – Studies in Philosophy and Education, 2015
This paper makes a case for love as a powerful force for "transforming power" in our educational institutions and everyday lives, and proposes that "revolutionary love" serves as a moral and strategic compass for concrete individual and collective actions in critical education. The paper begins by reviewing current…
Descriptors: Intimacy, Educational Philosophy, Politics, Critical Theory
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Zembylas, Michalinos – Studies in Philosophy and Education, 2012
The present essay discusses the value of citizenship as shared fate in sites of ethnic conflict and analyzes its implications for citizenship education in light of three issues: first, the requirements of affective relationality in the notion of citizenship-as-shared fate; second, the tensions between the values of human rights and shared fate in…
Descriptors: Civil Rights, Altruism, Conflict, Citizenship Education
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Zembylas, Michalinos – Studies in Philosophy and Education, 2009
How can educators and their students interrogate the ethics and politics of suffering in ways that do not create fixed and totalized narratives from the past? In responding to this question, this essay draws on J. M. Coeetze's "Disgrace," and discusses how this novel constitutes a crucial site for bearing witness to the suffering…
Descriptors: Grief, Racial Segregation, Ethics, Novels
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Zembylas, Michalinos; Fendler, Lynn – Studies in Philosophy and Education, 2007
In this article, we critique two theoretical positions that analyze the place of emotions in education: the psychological strand and the cultural feminist strand. First of all, it is shown how a social control of emotions in education is reflected in the combination of psychological and cultural feminist discourses that function to govern one's…
Descriptors: Rhetoric, Social Control, Self Control, Feminism
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Zembylas, Michalinos – Studies in Philosophy and Education, 2005
Using insights from the tradition of "via negativa" and the work of Emmanuel Levinas, this paper proposes that unknowability can occupy an important place in teaching and learning, a place that embraces the "unknowable" in general, as well as the "unknowable Other," in particular. It is argued that turning toward both "via negativa" and Levinas…
Descriptors: Ethics, Role, Educational Practices, Teacher Attitudes
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Zembylas, Michalinos – Studies in Philosophy and Education, 2003
Describes the new dynamic found in exploring the role of discourse of discursive structures and normative practices through which teaching is figured and practiced. Develops an account that creates this new dynamic and encourages a missing conversation in the areas of emotions in teaching by discussing how sociopolitical and cultural aspects…
Descriptors: Community Colleges, Psychological Needs, Psychological Patterns, Self Actualization