Discomforting Truths: The Emotional Terrain of Understanding Difference

By Megan Boler, Michalinos Zembylas. 2003

479 citations recorded by the source corpus.

Subfields: Sociology and Political Science, Philosophy

View Paper: https://www.semanticscholar.org/paper/bad1e83bdd312c7c82fc6b446b40137544cf42bd

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Sociology and Political Science

In Philosophy

Citations in the corpus

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).”
Education and the Dangerous Memories of Historical Trauma: Narratives of Pain, Narratives of Hope (2008, background): “Nevertheless, it is important to emphasize that collective witnessing is different from critical inquiry in that the latter often promotes educational individualism, while the former emphasizes the collective and the political, ethical, and critical aspects of collectivity (Boler & Zembylas, 2003).”
Affect, race, and white discomfort in schooling: decolonial strategies for ‘pedagogies of discomfort’ (2018, background): “To address discomfort pedagogically, it has been suggested that ‘pedagogies of discomfort’ (Boler and Zembylas 2003; Cutri and Whiting 2015, Leibowitz et al. 2010; Zembylas and Boler 2002; Zembylas 2015a, 2017b; Zembylas and Papamichael 2017) offer a framework through which educators may provide a…”
‘When saying you care is not really caring’: emotions of disgust, whiteness ideology, and teacher education (2014, background): “But for strategic empathy to succeed, a pedagogy of discomfort (Boler, 1999; Boler & Zembylas, 2003; Zembylas & Boler, 2002) may also be needed.”
Pedagogies of strategic empathy: navigating through the emotional complexities of anti-racism in higher education (2012, background): “In fact, it has been proposed that a pedagogy of discomfort (Boler 1999; Boler and Zembylas 2003; Zembylas and Boler 2002) can be intentionally adopted to enhance the learning experience of students who struggle to understand racism and social injustice.”
Rethinking emotions and educational leadership (2007, background): “…terms, in ways that do not separate emotion and reason or private and public (Boler 1997, 1998, 1999, 2004, Beatty 2000a, 2000b, 2002b, Beatty and Brew 2004, Hargreaves 2000, 2001, 2004, Zembylas and Boler 2002, Boler and Zembylas 2003, Garrison and O’Quinn 2004, Zembylas and Vrasidas 2004).”
Making the Emperor's New Clothes Visible in Anti-Racist Teacher Education: Enacting a Pedagogy of Discomfort with White Preservice Teachers (2016, background): “In this article, I retrace my efforts to cause “those teachers to feel some tension, some discomfort” through my use of a pedagogy of discomfort (Boler, 1999; Boler & Zembylas 2003; Zembylas & Boler 2002).”
The Emotional Ambivalence of Socially Just Teaching: A Case Study of a Novice Urban Schoolteacher (2008, unknown): “Despite the interest in the emotions of teaching, however, limited attention has focused specifically on those emotions that relate to socially just teaching (e.g., Berlak, 2004; Boler, 1999; Boler & Zembylas, 2003).”
Theory and methodology in researching emotions in education (2007, background): “…role of culture, body, power, subjectivity and ideology in creating particular discourses in education that privilege some teaching and learning practices while preventing others (e.g. Boler, 1999; O’Farrell et al., 2000; Boler & Zembylas, 2003; Estola & Elbaz-Luwisch, 2003; Zembylas, 2003, 2005b).”