Making sense of the complex entanglement between emotion and pedagogy: contributions of the affective turn

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Zembylas, M. (2013a). Critical pedagogy and emotion: Working through troubled knowledge in posttraumatic societies. Critical Studies in Education, 54(2), 176–189. doi: 10.1080/17508487.2012.743468 .

Zembylas, M. (2013b). Mobilizing ‘implicit activisms’ in schools through practices of critical emotional reflexivity. Teaching Education, 24(1), 84–96. doi: 10.1080/10476210.2012.704508 .

Zembylas, M. (2014). Theorizing ‘difficult knowledge’ in the aftermath of the ‘affective turn’: Implications for curriculum and pedagogy in handling traumatic representations. Curriculum Inquiry, 44(3), 390–412. doi: 10.1111/curi.12051 .