This article builds on Charles W. Mills' foundational concept of white racial ignorance to expand his work by exploring the inner dynamics and practices of teacher education (its rationales, student teaching, practicums, pedagogies, curriculum) and explaining how the emotionalities of whiteness play a significant role in the ways that whiteness…

This paper presents how biopedagogies of disgust can make a contribution to challenging the colonial order that is sustained through affective economies of disgust. It is argued that, for this to happen, teachers need to move students away from the negative affective responses of disgust towards an affirmation of radical difference. Affective…

The point of departure of this article is that hospitality in education has not been theorized in terms of emotion and affect, partly because its law(s) have been discussed in ways that have not paid much attention to the role of emotion and affect. The analysis broadens our understanding of the ethics and politics of hospitality by considering it…

This article explores how Jean François Lyotard reflects on affect as unrepresentable in relation to contemporary affect theory and specifically post-Deleuzian perspectives and non-representational theories suggesting that we need to invent new theoretical ways of addressing our more-than-textual, multisensual worlds. The essay leans on this…

The central question driving this paper is: How can educators theorize and cultivate hope's radical and transformative dynamism in a way that takes into consideration anti-colonial aims? This paper examines the contribution of pedagogies of "anti-colonial hope" to expand discussions of critical hope and its pedagogical relevance. It is…

This paper turns to the work of the Portuguese sociologist Boaventura de Sousa Santos and explores how a set of concepts he developed over the years may constitute valuable tools in the task of decolonising and pluriversalising Human Rights Education (HRE). Informed by decolonial theory, Santos highlights that the struggle for global social…

This paper aims: (1) to draw attention to relational and political understandings of happiness in education discourses and their implications for remedying racial and social inequalities and suffering, and (2) to illustrate how unhappiness and suffering might offer valuable ethical, political and pedagogic lessons on the limits of the promise of…

This paper complements pedagogical efforts of foregrounding nonviolence on inner reflexive work with approaches that highlight notions of nonviolence as "both" subjective "and" collective resistance to the norms and structures of social injustice and violence. It is argued that Butler's theorization of affect, ethics and…

This article explores the ways in which a group of primary school teachers in Cyprus interprets the relationship between religious and citizenship education. The contextualisation of the meaning of religious education shows the extent to which social, historical and political elements shape teachers' perceptions about the entanglements between…

This paper reports on the results of an exploratory study focusing on the perceptions of elementary school principals who espouse a critical multicultural approach and show signs of a social justice leadership style. The study has taken place in an ethnically divided society (Cyprus) in which the political situation seems to influence the ways in…

This conceptual and theoretical paper has two goals: (1) to analyze the consequences of psychologizing resilience in higher education and (2) to describe the tenets of a "critical approach" of resilience in higher education and how they might be productive in addressing race/racism, inequality and social change. It is argued that the…

This article examines what resources religious education teachers draw upon, in what ways, and under what conditions, to navigate between national religious/confessional ideology and interreligious values in education. The article is based on a year-long ethnographic research project on religious education in Greek-Cypriot schools. It shows the…

This paper explores how "revolutionary love" may be a viable response in a teacher's pedagogical practices. To do so, we present an in-depth case study of one teacher in a reindeer herding village in Finnish rural north. The paper asks what does revolutionary love mean in teaching practice and what distinguishes loving from non-loving…

This paper explores the ways in which a group of primary school teachers in Cyprus interprets religious education and its contribution to peace. In particular, this phenomenological exploratory study: first, examines how teachers perceive religious education and whether this conceptualization is considered to be (in)compatible with peace in the…

This paper draws on psychoanalytic and socio-political perspectives of trauma and emotion to examine how "critical emotional praxis" may serve as a pedagogical tool for reconciliation education. A major challenge for teachers in traumatized societies struggling to enact reconciliation education is that emotions of trauma are often…