Editorial

Abstract

Get full access to this article

View all access options for this article.

References

Britzman

D. P.

(2013). Between psychoanalysis and pedagogy: Scenes of rapprochement and alienation. Curriculum Inquiry , 43(1), 95–117.

Butler

(2015). Precariousness and grievability—When is life grievable? https://www.versobooks.com/blogs/2339-judith-butler-precariousness-and-grievability-when-is-life-grievable

Chahine. (2013). Towards an engaged pedagogy: bell hooks manifesto and the teaching and learning of mathematics. Global Journal of Human Social Science, Linguistics & Education , 13(10). https://socialscienceresearch.org/index.php/GJHSS/article/view/730

hooks

(1994a). Teaching to transgress: Education as the practice of freedom . Routledge.

hooks

(1994b). Outlaw culture . Routledge.

hooks

(2000). All about love: New visions . William Morrow.

Low

(2021). Recovery as resistance: bell hooks, engaged pedagogy, and Buddhist thought. Critical Studies in Education , pp. 1–16. https://dx.doi.org/10.1080/17508487.2021.1990976

Nawani

(2022). Editorial. Contemporary Education Dialogue , 19(1), 7–15.

Zembylas

(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.