Discomforting pedagogies: emotional tensions, ethical dilemmas and transformative possibilities

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Critical pedagogy and emotion: working through ‘troubled knowledge’ in posttraumatic contexts (2013, background): “…to deconstruct the ways in which they have learned to see, feel, and act constitute a valuable pedagogic approach in social justice, citizenship, and anti-racist education (e.g., see Boler, 1999, 2004a; Boler & Zembylas, 2003; Zembylas, Charalambous, & Charalambous, 2012; Zembylas & McGlynn, 2012).”
Affect, race, and white discomfort in schooling: decolonial strategies for ‘pedagogies of discomfort’ (2018, background): “As it has been suggested, pedagogies of discomfort should not be assumed to be always already transformative or beyond ethical concerns (Zembylas 2015b; Zembylas and McGlynn 2012).”
Re-Envisioning the Roles, Tasks, and Contributions of Language Teachers in the Multilingual Era of Language Education Research and Practice. (2016, background): “…quality and meaning of their classroom practices and interactions with students (Bullough & Pinnegar, 2009; Kelchtermans, 2009; Korthagen et al., 2014; Zembylas & McGlynn, 2012), particularly prominent amongst which appears to be teacher vision (Borrero, 2011; Gillette & Schultz, 2008; Hammerness,…”