References

Andreotti, V. (2016). The educational challenges of imagining the world differently. Canadian Journal of Development Studies/Revue canadienne d’études du développement37(1), 101-112.

Andreotti, V. D. O. (2012). Education, knowledge and the righting of wrongs. Other Education, 1(1), 19-31.

Bekerman, Z., & Zembylas, M. (2012). Teaching contested narratives: Identity, memory and reconciliation in peace education and beyond. Cambridge, UK: Cambridge University Press.

Britzman, D. P. (2000). If the story cannot end: Deferred action, ambivalence, and diflicult knowledge. In R. I. Simon, S. Rosenberg, & C. Eppert (Eds.), Between hope and despair: Pedagogy and the remembrance of historical trauma, pp. 27-57. Lanham, MA: Rowman & Littlefield Publishers.

Bryan, A. (2016). The sociology classroom as a pedagogical site of discomfort: Difficult knowledge and the emotional dynamics of teaching and learning. Irish Journal of Sociology24(1), 7-33.

Chatterjee, P., & Maira, S. (2014). The imperial university: Academic repression and scholarly dissent. Minneapolis, MN: University of Minnesota Press.

Cifor, M. (2016). Affecting relations: introducing affect theory to archival discourse. Archival Science16(1), 7-31.

Garrett, H. J., & Schmidt, S. (2012). Repeating until we can remember: Difficult (public) knowledge in South Africa. Journal of Curriculum Theorizing28(1), 191-206.

Gil-Glazer, Y. A. (2015). Photography, critical pedagogy and ‘Difficult Knowledge’. International Journal of Education through Art11(2), 261-276.

Jung, Y. (2015). Post stereotypes: Deconstructing racial assumptions and biases through visual culture and confrontational pedagogy. Studies in Art Education56(3), 214-227.

Lehrer, E., Milton, C. E., & Patterson, M. E. (Eds.). (2011). Curating difficult knowledge: Violent pasts in public places. New York: Palgrave Macmillan.

Pitt, A., & Britzman, D. (2003). Speculations on qualities of difficult knowledge in teaching and learning: An experiment in psychoanalytic research. Qualitative Studies in Education, 16(6), 755-776.

Ryther, C. (2016). On the image of hate in education: desirable emotions, learning, and the visibility of bodies in educational relations. Gender and Education28(2), 266-281.

Sharma, K. (2015). Governing difficult knowledge: The Canadian Museum for Human Rights and its publics. Review of Education, Pedagogy, and Cultural Studies37(2-3), 184-206.

Simon, R. I. (2011). A shock to the thought: Curatorial judgement and the public exhibition of ‘difficult knowledge’. Memory Studies, 4(4), 432-449.

Sonu, D. (2016). Forgotten memories of a social justice education: Difficult knowledge and the impossibilities of school and research. Curriculum Inquiry, 1-18.

Tuck, E., & Yang, K. W. (2014). Unbecoming claims: Pedagogies of refusal in qualitative research. Qualitative Inquiry, 20, 811-818.

Wang, S. (2009). The effecting eye: An integrated approach to teaching history of photography. International Journal of Education Through Art5(2-3), 213-227.

Zembylas, M. (2016). Teacher resistance to engage with ‘alternative’perspectives of difficult histories: the limits and prospects of affective disruption. Discourse: Studies in the Cultural Politics of Education, 1-17.

Zembylas, M. (2016). Teaching in the real world. In K. M. Quinlan (Ed.), How higher education feels (pp. 107-126). Oxford: SensePublishers.

Zembylas, M. (2014). Theorizing “difficult knowledge” in the aftermath of the “affective turn”: Implications for curriculum and pedagogy in handling traumatic representations. Curriculum Inquiry44(3), 390-412.

Leave a Reply

Your email address will not be published. Required fields are marked *