Teaching, Learning, and Loving: Reclaiming Passion in Educational Practice

By D. Orr, D. Liston, J. Garrison. 2003

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Critical pedagogy and emotion: working through ‘troubled knowledge’ in posttraumatic contexts (2013, background): “There is already empirical evidence showing students’ resistance and rejection of critical pedagogical efforts for a variety of reasons (Berlak, 2004; Boler, 2004b; Boler & Zembylas, 2003; Ellsworth, 1989, 2008).”
Comforting Discomfort as Complicity: White Fragility and the Pursuit of Invulnerability (2017, background): “Recently, some educational theorists have argued that in the context of social-justice education (whose primary purpose is to unsettle dominant beliefs and practices), discomfort is a necessary catalyst for growth and learning (Boler 1999; Kumashiro 2002; Mayo 2002; Berlak 2004; Zembylas 2015).”
The Teaching of Controversial Issues During Elementary-Level History Instruction: Greek-Cypriot Teachers' Perceptions and Emotions (2012, background): “As Boler (1999, 2004) also argues, it is not enough to engage students and teachers in critical pedagogies that simply nurture critical objective reasoning.”