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 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 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 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 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…

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…

The present paper looks at teachers' perceptions of difficulties and emotions about a recent policy initiative in the Greek-Cypriot educational system to promote peaceful coexistence. This policy initiative by the government sparked strong emotional reactions. This paper provides an in-depth understanding of the intersection between tensions at…

This paper suggests the need for a critical analysis of the nationalization of mourning and its educational implications, especially in conflict-ridden areas. Our thoughts are grounded in a comparative study on mourning that has been conducted as part of our long-standing ethnographic research in schools in Cyprus and Israel during the last 10…

The aim of the research study reported in this article was to investigate how adult learners talk about their emotions in the context of a year-long online course, the first online course these adults take, as part of a distance education program. The theoretical and methodological approach focused on formulating an account of how emotion…

In this article, the authors examine how teachers in four troubled societies--Israel, Cyprus, Northern Ireland and South Africa--understand and implement reconciliation in light of the increasing diversity of these societies. The authors particularly pay attention to a dialogical encounter between reconciliation and inclusion, as they look for…

Drawing on the poststructuralist notions of the body and affect by Gilles Deleuze, the author will show that bodies and affects in the classroom may be redefined as intensities and energies that "produce" new affective and embodied "connections". What he suggests is that reconceiving teaching and learning as a plane for the production of intense…

Differing theoretical approaches to the study of emotions are presented: emotions as private (psychodynamic approaches); emotions as sociocultural phenomena (social constructionist approaches); and a third perspective (interactionist approaches) transcending these two. These approaches have important methodological implications in studying…

This paper aims to contribute to the limited literature on teacher job satisfaction in developing countries, especially in Cyprus. Drawing on interviews with 52 teachers and administrators in 17 schools, the paper describes the sources of job satisfaction and dissatisfaction of Cypriot teachers and the impact on how teachers feel. Teachers…