Search results for: Zembylas Michalinos
Page 1/1 5 items
Some Reflections on the Links between Teacher Education and Peace Education: Interrogating the Ontology of Normative Epistemological Premises
This article provides a critique of the essentialized assumptions about identity, culture and education that are found in contemporary peace education literature. Furthermore, it explores the implications that these assumptions have for teacher education in conflict and post-conflict societies. A major challenge for teacher education in conflict and post-conflict societies is how to create openings that take these complexities into consideration and create openings which address the limitations imposed by the nation-state. Finally, the authors propose the idea of teachers becoming critical design experts, in order to create openings for a renewed relationship between teacher education and peace education.
Updated: Jan. 08, 2017
Promoting Peaceful Coexistence in Conflict-Ridden Cyprus: Teachers’ Difficulties and Emotions towards a New policy Initiative
This article looks at teachers’ perceptions of difficulties and emotions about a recent policy initiative in the Greek-Cypriot educational system to promote peaceful coexistence. The findings indicate that most Greek-Cypriot teachers recognized the importance of cultivating peaceful coexistence in schools. However, the survey also documented a significant lack of readiness and willingness to implement the new objective, coupled with doubts regarding its feasibility.
Updated: Nov. 17, 2011
Teachers' Emotional Experiences of Growing Diversity and Multiculturalism in Schools and the Prospects of an Ethic of Discomfort
The current paper analyzes the ways in which emotions are constituted and mobilized by teachers to respond to growing diversity and multiculturalism in schools. The analysis is based on a two-year ethnographic study conducted in three Greek-Cypriot primary schools that are 'multicultural'. The results of this study show that teachers experience intense emotional ambivalence in their efforts to cope with growing diversity and multiculturalism in schools.
Updated: Jul. 05, 2011
Emotional Ecology: The Intersection of Emotional Knowledge and Pedagogical Content Knowledge in Teaching
The article describes a study exploring pedagogical content knowledge (PCK) and emotional knowledge in teaching and learning, utilizing theoretical and empirical examples. The author explains by the term 'emotional ecology,' that the teacher's emotional knowledge about teaching and learning is an integrative part of the teacher's knowledge, and that emotional knowledge occurs on several planes.
Updated: May. 27, 2008
The desirable aspect of anger in education is discussed in this article. The author focuses on the argument that emotions, particularly anger in the political sense, are central to the exercise of power relations in the classroom. The author describes conditions that generate angry feelings and the transformative possibilities the feelings create.
Updated: Feb. 26, 2008