Crossref Citations
This Book has been
cited by the following publications. This list is generated based on data provided by Crossref.
Zembylas, Michalinos
2016.
The emotional regimes of reconciliation in history textbook revision: reflections on the politics of resentment and the politics of empathy in post-conflict societies.
Pedagogy, Culture & Society,
Vol. 24,
Issue. 3,
p.
329.
Charalambous, Panayiota
Charalambous, Constadina
and
Zembylas, Michalinos
2016.
Troubling translanguaging: language ideologies, superdiversity and interethnic conflict.
Applied Linguistics Review,
Vol. 7,
Issue. 3,
p.
327.
Loukaidis, Loizos
and
Zembylas, Michalinos
2017.
Greek-Cypriot teachers’ perceptions of religious education and its contribution to peace: perspectives of (in)compatibility in a divided society.
Journal of Peace Education,
Vol. 14,
Issue. 2,
p.
176.
Zembylas, Michalinos
and
Karahasan, Hakan
2017.
History Education and Conflict Transformation.
p.
321.
Vickers, Edward
2017.
Schooling Selves: Autonomy, Interdependence and Reform in Japanese Junior High Education by Peter Cave. Chicago: University of Chicago Press, 2016. 287 pp. $35.00 (paper). ISBN 978-022636-786-6..
Comparative Education Review,
Vol. 61,
Issue. 3,
p.
646.
Miralay, Fatma
2017.
An Evaluation Based on Teachers’ and Students’ Opinions on Art Curricula in Northern and Southern Cyprus.
EURASIA Journal of Mathematics, Science and Technology Education,
Vol. 13,
Issue. 10,
Zembylas, Michalinos
2017.
Encyclopedia of Educational Philosophy and Theory.
p.
1.
Kester, Kevin
2017.
The contribution (or not) of UN higher education to peacebuilding: an ethnographic account.
Globalisation, Societies and Education,
Vol. 15,
Issue. 4,
p.
464.
Zembylas, Michalinos
Charalambous, Panayiota
Charalambous, Constadina
and
Lesta, Stalo
2017.
Toward a critical hermeneutical approach of human rights education: universal ideals, contextual realities and teachers’ difficulties.
Journal of Curriculum Studies,
Vol. 49,
Issue. 4,
p.
497.
Zembylas, Michalinos
2017.
Wilful Ignorance and the Emotional Regime of Schools.
British Journal of Educational Studies,
Vol. 65,
Issue. 4,
p.
499.
Charalambous, Constadina
2017.
The Promise of Integrated, Multicultural and Bilingual Education by Z. Bekerman. Oxford: Oxford University Press, 2016. 368 pp. $69.95 (cloth). ISBN 978-019933-651-7..
Comparative Education Review,
Vol. 61,
Issue. 3,
p.
644.
Klerides, Eleftherios
and
Zembylas, Michalinos
2017.
Identity as immunology: history teaching in two ethnonational borders of Europe.
Compare: A Journal of Comparative and International Education,
Vol. 47,
Issue. 3,
p.
416.
Keleszade, Gülçin
Ozkul, Ali Efdal
and
Güneyli, Ahmet
2018.
The effectiveness of technology-assisted history teaching based on peace training: The case of history of Cyprus.
Quality & Quantity,
Vol. 52,
Issue. 6,
p.
2469.
Zembylas, Michalinos
2018.
Con-/divergences between postcolonial and critical peace education: towards pedagogies of decolonization in peace education.
Journal of Peace Education,
Vol. 15,
Issue. 1,
p.
1.
Zembylas, Michalinos
2018.
The Wiley Handbook on Violence in Education.
p.
577.
Sukarieh, Mayssoun
and
Tannock, Stuart
2018.
The global securitisation of youth.
Third World Quarterly,
Vol. 39,
Issue. 5,
p.
854.
Rampton, Ben
Charalambous, Constadina
and
Charalambous, Panayiota
2019.
Crossing of a different kind.
Language in Society,
Vol. 48,
Issue. 5,
p.
629.
Zembylas, Michalinos
Loukaidis, Loizos
and
Antoniou, Marios
2019.
The politicisation and securitisation of religious education in Greek–Cypriot schools.
European Educational Research Journal,
Vol. 18,
Issue. 1,
p.
69.
CHARALAMBOUS, CONSTADINA
2019.
Language Education and ‘Conflicted Heritage’: Implications for Teaching and Learning.
The Modern Language Journal,
Vol. 103,
Issue. 4,
p.
874.
Klerides, Eleftherios
2019.
The Palgrave Handbook of Conflict and History Education in the Post-Cold War Era.
p.
205.