Skip to main content Accessibility help
×
Hostname: page-component-84b7d79bbc-lrf7s Total loading time: 0 Render date: 2024-07-27T22:28:49.332Z Has data issue: false hasContentIssue false

References

Published online by Cambridge University Press:  05 May 2016

Michalinos Zembylas
Affiliation:
Open University of Cyprus
Constadina Charalambous
Affiliation:
European University Cyprus
Panayiota Charalambous
Affiliation:
European University Cyprus
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Peace Education in a Conflict-Affected Society
An Ethnographic Journey
, pp. 247 - 265
Publisher: Cambridge University Press
Print publication year: 2016

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Abu-Lughod, L. & Lutz, C. A. (1990). Introduction: emotion, discourse, and the politics of everyday life. In Lutz, C. A. & Abu-Lughod, L. (Eds.), Language and the politics of emotion (pp. 123). Cambridge: Cambridge University Press.Google Scholar
Abu-Nimer, M. (2000). Peace building in postsettlement challenges for Israeli and Palestinian peace educators. Peace & Conflict: Journal of Peace Psychology, 6(1), 121.CrossRefGoogle Scholar
Abu-Nimer, M. (2004). Education for coexistence and Arab-Jewish encounters in Israel: potential and challenges. Journal of Social Issues, 60(2), 405422.CrossRefGoogle Scholar
Adamides, C. (2014). Negative perceptions of foreign actors: an integral part of conflict perpetuating routines. In Kontos, M., Panayiotides, N., Alexandrou, H. & Theodoulou, S. C. (Eds.), Great power politics in Cyprus: foreign interventions and domestic perceptions (pp. 197222). Newcastle: Cambridge Scholars Publishing.Google Scholar
Adamides, C. & Constantinou, C. M. (2011). Comfortable conflict and (il)liberal peace in Cyprus. In Richmond, O. P. & Mitchell, A. (Eds.), Hybrid forms of peace (pp. 242259). Basingstoke: Palgrave Macmillan.Google Scholar
Ahluwalia, P., Atkinson, S., Bishop, P., Christie, P., Hattam, R. & Matthews, J. (Eds.). (2012). Reconciliation and pedagogy. London: Routledge.CrossRefGoogle Scholar
Ahmed, S. (2004). The cultural politics of emotion. Edinburgh: Edinburgh University Press.Google Scholar
Alexander, R. J. (2005). Towards dialogic teaching: rethinking classroom talk. Cambridge: Dialogos.Google Scholar
Anastasiadis, A., Sarantis, S. Kougialis, B. & Theofilaktou, P. (1978). Η σκλαβωμένη γη μας [Our enslaved land]. Nicosia: Ministry of Education.Google Scholar
Angelides, P. (2004). Moving towards inclusive education in Cyprus? International Journal of Inclusive Education, 8(4), 407422.CrossRefGoogle Scholar
Antaki, C. (2011). Applied conversation analysis. Basingstoke: Palgrave.CrossRefGoogle Scholar
Anthias, F. & Ayres, R. (1983). Ethnicity and class in Cyprus. Race and Class, 25(1), 5876.CrossRefGoogle Scholar
Apple, M. W. (1990). Ideology and curriculum. New York: Routledge.CrossRefGoogle Scholar
Apple, M. W. (1996). Cultural politics and education. New York: Teachers College Press.Google Scholar
Aristodemou, N. (2004). Διατήρηση μνήμης κατεχομένων, δημιουργία αβίωτης μνήμης και εθνικής συνείδησης μέσα από τις κυπριακές εκδόσεις για τα δημοτικά σχολεία: 1974-σήμερα.. [Preserving the memory of occupied territories, creating unlived memory and national consciousness through the Cypriot publications for primary schools: 1974 – Today]. Unpublished MA assignment, Department of Education, University of Cyprus.Google Scholar
Arnaut, K. (2012). Super-diversity: elements of an emerging perspective. Diversities, 14(2), 116.Google Scholar
Attalides, M. (1979). Cyprus, nationalism, and international politics. New York: St. Martin’s Press.Google Scholar
Bajaj, M. (2008). ‘Critical’ peace education. In Bajaj, M. (Ed.), The encyclopedia of peace education (pp. 135146). Greenwich, CT: Information Age Publishing.Google Scholar
Bajaj, M. (2015). ‘Pedagogies of resistance’ and critical peace education praxis. Journal of Peace Education, 12(2), 154166.CrossRefGoogle Scholar
Bajaj, M. & Brantmeier, E. (2011). The politics, praxis and possibilities of critical peace education. Journal of Peace Education, 8(3), 221224.CrossRefGoogle Scholar
Ball, S. J. (1990). Politics and policy making in education: explorations in policy sociology. London: Routledge.Google Scholar
Ball, S. J. (1993). What is a policy? Texts, trajectories and toolboxes. Discourse: Studies in the Cultural Politics of Education, 13(2), 1017.Google Scholar
Ball, S. J. (1997). Policy sociology and critical social research: a personal review of recent education policy and policy research. British Educational Research Journal, 23(3), 257274.CrossRefGoogle Scholar
Ball, S. J. (1998). Big policies/small world: an introduction to international perspectives in education policy. Comparative Education, 34(2), 119130.CrossRefGoogle Scholar
Ball, S. J. (2006). Policy sociology and critical social research: a personal review of recent education policy and policy research. In Ball, S. J., Education policy and social class: the selected works of Stephen Ball (pp. 925). London; New York: Routledge.CrossRefGoogle Scholar
Ball, S. J. (2008). The education debate: policy and politics in the twenty-first century. Policy and politics in the twenty-first century series. London: Policy Press.Google Scholar
Ball, S. J., Maguire, M. & Braun, A. (2012). How schools do policy: policy enactments in secondary schools. New York: Routledge.Google Scholar
Ball, S. J., Hoskins, K., Maguire, M. & Braun, A. (2011). Disciplinary texts: a policy analysis of national and local behaviour policies. Critical Studies in Education, 52(1), 114.CrossRefGoogle Scholar
Bar-Tal, D. (2000). Shared beliefs in a society: social psychological analysis. Thousands Oaks, CA: Sage.CrossRefGoogle Scholar
Bar-Tal, D. (2002). The elusive nature of peace education. In Salomon, G. & Nevo, B. (Eds.), Peace education: the concepts, principles and practices in the world (pp. 2736). New Jersey: Lawrence Erlbaum.Google Scholar
Bar-Tal, D. (2004). Nature, rationale, and effectiveness of education for coexistence. Journal of Social Issues, 60(2), 253271.CrossRefGoogle Scholar
Bar-Tal, D. (2007). Sociopsychological foundations of intractable conflicts. American Behavioral Scientist, 50(11), 14301453.CrossRefGoogle Scholar
Bar-Tal, D. & Bennink, G. (2004). The nature of reconciliation as an outcome and as a process. In Bar-Siman-Tov, Y. (Ed.), From conflict resolution to reconciliation (pp. 1138). Oxford: Oxford University Press.CrossRefGoogle Scholar
Bar-Tal, D. & Rosen, Y. (2009). Peace education in societies involved in intractable conflicts: direct and indirect models. Review of Educational Research, 79(2), 557575.CrossRefGoogle Scholar
Bar-Tal, D. & Teichman, Y. (2005). Stereotypes and prejudice in conflict. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Bar-Tal, D., Rosen, Y. & Nets-Zehngut, R. (2010). Peace education in societies involved in intractable conflicts: goals, conditions, and directions. In Salomon, G. & Cairns, E. (Eds.), Handbook of peace education (pp. 2144). New York: Lawrence Erlbaum.Google Scholar
Bekerman, Z. (2000). Dialogic directions: conflicts in Israeli/Palestinian education for peace. Intercultural Education, 11(1), 4151.CrossRefGoogle Scholar
Bekerman, Z. (2007). Rethinking intergroup encounters: rescuing praxis from theory, activity from education, and peace/co-existence from identity and culture. Journal of Peace Education, 4(1), 2137.CrossRefGoogle Scholar
Bekerman, Z. (2009a). Identity vs. peace: identity wins. Harvard Educational Review, 79(1), 7483.CrossRefGoogle Scholar
Bekerman, Z. (2009b) The ethnography of peace education: some lessons learnt from Palestinian-Jewish integrated education in Israel. In Byrne, S., Sandole, D., Senehi, J. & Staroste-Sandole, I. (Eds.), Handbook of conflict analysis and resolution (pp. 142154). New York: Routledge.Google Scholar
Bekerman, Z. & McGlynn, C. (Eds.). (2007). Addressing ethnic conflict through peace education. New York: Palgrave Macmillan.CrossRefGoogle Scholar
Bekerman, Z. & Zembylas, M. (2010). Facilitated dialogues with teachers in conflict-ridden areas: in search of pedagogical openings that move beyond the paralysing effects of perpetrator–victim narratives. Journal of Curriculum Studies, 42(5), 573596.CrossRefGoogle Scholar
Bekerman, Z. & Zembylas, M. (2012). Teaching contested narratives: identity, memory and reconciliation in peace education and beyond. Cambridge: Cambridge University Press.Google Scholar
Bekerman, Z. & Zembylas, M. (2014). Some reflections on the links between teacher education and peace education: interrogating the ontology of normative epistemological premises. Teaching and Teacher Education, 41(1), 5259.CrossRefGoogle Scholar
Ben-Porath, S. R. (2003). War and peace education. Journal of Philosophy of Education, 37(3), 525533.CrossRefGoogle Scholar
Berlak, A. (2004). Confrontation and pedagogy: cultural secrets and emotion in antioppressive pedagogies. In Boler, M. (Ed.), Democratic dialogue in education: troubling speech, disturbing silence (pp. 123144). New York: Peter Lang.Google Scholar
Bernard, H. R. (2002). Research methods in anthropology: qualitative and quantitative approaches. Walnut Creek, CA: Altamira Press.Google Scholar
Bigo, D. (2002). Security and immigration: toward a critique of the governmentality of unease. Alternatives: Global, Local, Political, 27(1), 6392.CrossRefGoogle Scholar
Blommaert, J. (2007). On scope and depth in linguistic ethnography. Journal of Sociolinguistics, 11(5), 682688.CrossRefGoogle Scholar
Blommaert, J. (2013). Ethnography, superdiversity and linguistic landscapes: chronicles of complexity. London: Multilingual Matters.CrossRefGoogle Scholar
Blommaert, J. (2014). Infrastructures of superdiversity: conviviality and language in an Antwerp neighborhood. European Journal of Cultural Studies, 17(4), 431451.Google Scholar
Blommaert, J. & Rampton, B. (2011). Language and superdiversity. Diversities, 13(2), 120.Google Scholar
Boler, M. (1999). Feeling power: emotions and education. New York: Routledge.Google Scholar
Boler, M. (2004). Teaching for hope: the ethics of shattering world views. In Liston, D. & Garrison, J. (Eds.), Teaching, learning and loving: reclaiming passion in educational practice (pp. 117e131). New York: RoutledgeFalmer.Google Scholar
Boler, M. & Zembylas, M. (2003). Discomforting truths: the emotional terrain of understanding differences. In Trifonas, P. (Ed.), Pedagogies of difference: rethinking education for social justice (pp. 110136). New York: Routledge.Google Scholar
Bourdieu, P. & Wacquant, L. J. (1992). An invitation to reflexive sociology. Chicago: University of Chicago Press.Google Scholar
Bowe, R., Ball, S. J. and Gold, A. (1992). Reforming education and changing schools. London: Routledge.Google Scholar
Brantmeier, E. J. (2011). Toward mainstreaming critical peace education in U.S. teacher education. In Malott, C. S. & Porfilio, B. (Eds.), Critical pedagogy in the 21st century: a new generation of scholars (pp. 349376). Charlotte, NC: Information Age Publishing.Google Scholar
Breckler, S. J. (1994). A comparison of numerical indexes for measuring attitude ambivalence. Educational and Psychological Measurement, 54(2), 350365.CrossRefGoogle Scholar
Brock-Utne, B. (2009). A gender perspective on peace education and the work for peace. International Review of Education, 55(2/3), 205220.CrossRefGoogle Scholar
Bryant, R. (2001). An aesthetics of self: moral remaking and Cypriot education. Comparative Studies in Society and History, 43(3), 583614.Google Scholar
Bryant, R. (2004). Imagining the modern: the cultures of nationalism in Cyprus. London; New York: I. B. Tauris.CrossRefGoogle Scholar
Burde, D. (2014). Schools for conflict or for peace in Afghanistan. New York: Columbia University Press.Google Scholar
Burns, R. J. & Aspeslagh, R.. (1996). Three decades of peace education around the world: an anthology. New York: Garland.Google Scholar
Bush, K. D. & Saltarelli, D. (2000). The two faces of education in ethnic conflict: towards a peacebuilding education for children. Florence: UNICEF.Google Scholar
Calotychos, V. (Ed.). (1998). Cyprus and its people: nation, identity and experience in an unimaginable community, 1955–1997. Boulder, CO: Westview Press.Google Scholar
Carter, C. (Ed.). (2010). Conflict resolution and peace education: transformations across disciplines. New York: Palgrave Macmillan.CrossRefGoogle Scholar
Casey, E. (1987). Remembering: a phenomenological study. Bloomington, IN: Indiana University Press.Google Scholar
Charalambous, C. (2009). Learning the language of ‘the other’: a linguistic ethnography of Turkish-language classes in a Greek-Cypriot school. Unpublished doctoral dissertation, King’s College, London, University of London.Google Scholar
Charalambous, C. (2012a). ‘Republica de Kubros’: transgression and collusion in Greek-Cypriot adolescents’ classroom ‘silly-talk’. Linguistics and Education, 23(3), 334349.CrossRefGoogle Scholar
Charalambous, C. (2012b). Learning the language of ‘the other’ in conflict-ridden Cyprus: exploring barriers and possibilities. In Footitt, H. A. & Kelly, M. (Eds.), Languages and the military: alliances, occupation and peace building (pp. 186201). London: Palgrave.CrossRefGoogle Scholar
Charalambous, C. (2013). The ‘burden’ of emotions in language teaching: negotiating a troubled past in ‘other’-language learning classrooms. Language and Intercultural Communication, 13(3), 310329.CrossRefGoogle Scholar
Charalambous, C. (2014). Language learning in a conflict-ridden context: exploring barriers and possibilities. In Lytra, V. (Ed.), When Greek and Turk meet: iterdisciplinary perspectives on the relationship since 1923 (pp. 141162). London: Ashgate.Google Scholar
Charalambous, C. & Rampton, B. (2012). Other language learning, identity and intercultural communication in contexts of conflict. In Routledge Handbook of Language and Intercultural Communication (pp. 195210). London: Routledge.Google Scholar
Charalambous, P. (2010). Literature education as social practice: cultural ideologies and local enactments of a Greek-Cypriot secondary school subject. Unpublished PhD thesis, King’s College, London, University of London.Google Scholar
Christou, M. (2006). A double imagination: memory and education in Cyprus. Journal of Modern Greek Studies, 24(2), 285306.CrossRefGoogle Scholar
Christou, M. (2007). The language of patriotism: sacred history and dangerous memories. British Journal of Sociology of Education, 28(6), 709722.CrossRefGoogle Scholar
Clark, S., Hoggett, P. & Thompson, S. (2006). Emotion, politics and society. London: Palgrave.CrossRefGoogle Scholar
Cochran-Smith, M. (2005). The new teacher education: for better or for worse? Educational Researcher, 34(7), 317.CrossRefGoogle Scholar
Cole, E. (2007). Introduction: reconciliation and history education. In Cole, E. (Ed.), Teaching the violent past: history education and reconciliation (pp. 128). Lanham, MD: Rowman & Littlefield.Google Scholar
Committee of Educational Reform. (2004). ∆ηµοκρατική και Ανθρώπινη Παιδεία στην Ευρωκυπριακή Πολιτεία: Προοπτικές Ανασυγκρότησης και Εκσυγχρονισµού [Democratic and human education in the Euro-Cypriot polity: perspectives of re-organisation and modernisation]. Available at www.paideia.org.cy/upload/ekthesi_epitropis.pdf, Nicosia (accessed 10 November 2009). Cyprus Ministry of Education and Culture.Google Scholar
Confino, A. (1997). Collective memory and cultural history: problems of method. American Historical Review, 102(5), 13861403.CrossRefGoogle Scholar
Connerton, P. (1991). How societies remember. New York: Cambridge University Press.Google Scholar
Constantinou, C. M. & Papadakis, Y. (2001). The Cypriot state(s) in situ: cross-ethnic contact and the discourse of recognition. Global Society, 15(2), 125148.Google Scholar
Constantinou, C. M., Demetriou, O. & Hatay, M. (2012). Conflicts and uses of cultural heritage in Cyprus. Journal of Balkan and Near Eastern Studies, 14(2), 177198.CrossRefGoogle Scholar
Curti, G. H. (2008). From a wall of bodies to a body of walls: politics of affect| politics of memory|politics of war. Emotion, Space and Society, 1(2), 106118.CrossRefGoogle Scholar
Cvetkovich, A. (2012). Depression: a public feeling. Durham, NC: Duke University Press.Google Scholar
Daly, E. & Sarkin, J. (2007). Reconciliation in divided societies: finding common ground. Philadelphia: University of Pennsylvania Press.CrossRefGoogle Scholar
Danesh, H. B. (2005). Towards an integrative theory of peace education. Journal of Peace Education, 3(1), 5578.CrossRefGoogle Scholar
Davies, L. (2004a). Building a civic culture post-conflict. London Review of Education, 2(3), 229244.CrossRefGoogle Scholar
Davies, L. (2004b) Education and Conflict: Complexity and Chaos. New York: Routledge.Google Scholar
Day, C. (2002). School reform and transitions in teacher professionalism and identity. International Journal of Educational Research, 37(8), 677692.CrossRefGoogle Scholar
de Freitas, E. & McAuley, A. (2008). Teaching for diversity by troubling whiteness: strategies for classrooms in isolated white communities. Race Ethnicity and Education, 11(4), 429e442.CrossRefGoogle Scholar
Deleuze, G. (1988). Spinoza: practical philosophy (trans. Hurley, R.). San Francisco: City Light Books.Google Scholar
Denzin, N. K. (1997). Interpretive ethnography: ethnographic practices for the 21st century. Thousand Oaks, CA: Sage.CrossRefGoogle Scholar
Diaz-Soto, L. (2005). How can we teach peace when we are so outraged? A call for critical peace education. Taboo: The Journal of Culture and Education, 9(2), 9196.Google Scholar
Dikomitis, L. (2005). Three readings of a border: Greek Cypriots crossing the Green Line in Cyprus. Anthropology Today, 21(5), 712.CrossRefGoogle Scholar
DiPardo, A. (2000). What a little hate literature will do: ‘Cultural issues’ and the emotional aspect of school change. Anthropology & Education Quarterly, 31(3), 306332.CrossRefGoogle Scholar
Duranti, A., Ochs, E. & Schieffelin, B. B. (2011). The handbook of language socialization. Malden, MA: Wiley-Blackwell.CrossRefGoogle Scholar
Edley, N. (2001). Analysing masculinity: interpretative repertoires, ideological dilemmas and subject positions. In Wetherell, M., Taylor, S. & Yates, S. (Eds.), Discourse as data: a guide for analysis (pp. 189–228). London; Thousand Oaks; New Delhi: Sage.Google Scholar
Emmers, R. (2013). Securitization. In Collins, A. (Ed.), Contemporary security studies, 3rd ed. (pp. 131143). Oxford: Oxford University Press.Google Scholar
Enright, R. D., Knutson Enright, J. A., Holter, A. C., Baskin, T. & Knutson, C. (2007). Waging peace through forgiveness in Belfast, Northern Ireland II: educational programs for mental health improvement of children. Journal of Research in Education, 17(1), 6378.Google Scholar
Fendler, L. (2014). The ethics of materiality: some insights from non-representational theory for educational research. In Smeyers, P. & Depaepe, M. (Eds.), Educational research: material culture and its representation (pp. 115132). Dordrecht: Springer.CrossRefGoogle Scholar
Fentress, J. & Wickham, C. (1992). Social memory. London: Blackwell.Google Scholar
Field, A. (2000). Discovering statistics using SPSS, 2nd ed. London: Sage.Google Scholar
Friedman, R. (2016). Competing memories: truth and reconciliation in Sierra Leone and Pera. Cambridge: Cambridge University Press.Google Scholar
Gale, T. (1999). Policy trajectories: treading the discursive path of policy analysis. Discourse: Studies in the Cultural Politics of Education, 20(3), 393407.Google Scholar
Galtung, J. (1969). Violence, peace and peace research. Journal of Peace Research, 6(3), 167191.CrossRefGoogle Scholar
Galtung, J. (1996). Peace and conflict research in the age of the cholera: ten pointers to the future of peace studies. International Journal of Peace Studies, 1(1), 2536.Google Scholar
Gammerl, B. (2012). Emotional styles – concepts and challenges. Rethinking History, 16(2), 161175.CrossRefGoogle Scholar
Gedi, N. & Elam, Y. (1996). Collective memory – what is it? History and Memory, 8(1), 3050.Google Scholar
Gee, J. P. (1996). Social linguistics and literacies: ideology in discourses, 2nd ed. London: Routledge.Google Scholar
Georgakopoulou, A. & Goutsos, D. (2004). Discourse analysis: an introduction, 2nd ed. Edinburgh: Edinburgh University Press.CrossRefGoogle Scholar
Gilbert, N. G. & Mulkay, M. (1984). Opening Pandora’s Box: a sociological analysis of scientists’ discourse. Cambridge: Cambridge University Press.Google Scholar
Gilroy, P. (2004). After empire: melancholia or convivial culture?. London: Routledge.CrossRefGoogle Scholar
Goodwin, J., Jasper, J. & Polletta, F. (Eds.). (2001). Passionate politics: emotions and social movements. Chicago: University of Chicago Press.CrossRefGoogle Scholar
Goodwin, M. H. & Goodwin, C. (2000). Emotion within situated activity. In Budwig, N., Uzgiris, I. C. & Wertsch, J. V. (Eds.), Communication: an arena of development (pp. 3354). Stamford, CT: Ablex.Google Scholar
Gready, P. & Robins, S. (2014). From transitional to transformative justice: a new agenda for practice. International Journal of Transitional Justice, 8(3), 339361.CrossRefGoogle Scholar
Green, J. & Bloome, D. (1997). Ethnography and ethnographers of and in education: a situated perspective. In Flood, J., Heath, S. B. & Lapp, D. (Eds.), Handbook of research on teaching literacy through the communicative and visual arts (pp. 181202). New York: Macmillan.Google Scholar
Gregoriou, Z. (2004). De-scribing hybridity in ‘unspoiled Cyprus’: postcolonial tasks for the theory of education. Comparative Education, 40(2), 241266.CrossRefGoogle Scholar
Gregoriou, Z. (2008). Policy analysis report: Cyprus (Wp3). GeMIC [Gender – Migration – Intercultural Interaction in South-East Europe]. Available at www.gemic.eu/wp-content/uploads/2009/04/cyprus-wp3.pdf (accessed 10 November 2010).Google Scholar
Grillo, R. (2003). Cultural essentialism and cultural anxiety. Anthropological Theory, 3(2), 157173.CrossRefGoogle Scholar
Gueron, J. & Lecarme, J. (Eds.). (2008). Time and modality. Berlin: Springer.CrossRefGoogle Scholar
Gur-Ze’ev, I. (2001). Philosophy of peace education in a postmodern era. Educational Theory, 51(3), 315336.CrossRefGoogle Scholar
Haavelsrud, M. (1996). Education in developments. Norway: Arena Publishers.Google Scholar
Hadjidemetriou, T. (2006). Το δημοψήφισμα της 24ης Απριλίου 2004 και η λύση του Κυπριακού [The referendum of the 24th April 2004 and the solution of the Cyprus Issue]. Αθήνα: Παπαζήσης.Google Scholar
Hadjipavlou-Trigeorgis, M. (1998). Different relationships to the land: personal narratives, political implications and future possibilities. In V. Calotychos, (Ed.), Cyprus and its people: nation, identity, and experience in an unimaginable community, 1955–1997 (pp. 251276). Boulder, CO: Westview Press.Google Scholar
Hall, S. (1980). Encoding/decoding. In Hall, S., Hobson, D., Lowe, A. & Willis, P. (Eds.), Culture, media, language: working papers in cultural studies, 1972–79 (pp. 107116). London: Routledge; in association with the Centre for Contemporary Cultural Studies, University of Birmingham.Google Scholar
Hammack, P. L. (2010). Identity as burden or benefit? Youth, historical narrative, and the legacy of political conflict. Human Development, 53(4), 173201.CrossRefGoogle Scholar
Hammack, P. L. (2011). Narrative and the politics of identity: the cultural psychology of Israeli and Palestinian youth. Oxford: Oxford University Press.Google Scholar
Hänze, M. (2001). Ambivalence, conflict and decision-making: attitudes and feelings in Germany towards NATO’s military intervention in the Kosovo war. European Journal of Social Psychology, 31(6), 693706.CrossRefGoogle Scholar
Hargreaves, A. (1997). Rethinking educational change with heart and mind. Alexandria, VA: Association for Curriculum and Development.Google Scholar
Hargreaves, A. (2004). Inclusive and exclusive educational change: emotional responses of teachers and implications for leadership. School Leadership & Management, 24(3), 287309.CrossRefGoogle Scholar
Hargreaves, A. (2005). Educational change takes ages: life, career and generational factors in teachers’ emotional responses to educational change. Teaching and Teacher Education, 21(8), 967983.CrossRefGoogle Scholar
Harkin, M. E. (2003). Feeling and thinking in memory and forgetting: towards an ethnohistory of the emotions. Ethnohistory, 50(2), 261284.CrossRefGoogle Scholar
Harris, I. (2011). The many faces of peace education: from international relations to interpersonal relations. In Tozer, S., Gallegos, B. P. & Henry, A. (Eds.), Handbook of research in the social foundations of education (pp. 348357). New York: Routledge.Google Scholar
Harris, I. & Morrison, M. (Eds.). (2003). Peace education. Jefferson, NC: McFarland.Google Scholar
Hatay, M. & Papadakis, Y. (2012). A critical comparison of Greek Cypriot and Turkish Cypriot official historiographies (1949s to the present). In Papadakis, Y. & Bryant, R. (Eds.), Cyprus and the politics of memory: history, community and conflict (pp. 27–50). London; New York: I. B. Tauris.Google Scholar
Heath, S. B. & Street, B. V. (2008). On ethnography: approaches to language and literacy research. New York: Teachers College Press.Google Scholar
Heller, M. (1999). Alternative ideologies of la francophonie. Journal of Sociolinguistics, 3(3), 336359.CrossRefGoogle Scholar
Hill, H. C. (2001). Policy is not enough: language and the interpretation of state standards. American Educational Research Journal, 38(2), 289318.CrossRefGoogle Scholar
Hitchens, C. (1984). Cyprus. London: Quartet Books.Google Scholar
Hook, D. (2011). Psychoanalytic contributions to the political analysis of affect and identification. Ethnicities, 11(1), 107115.CrossRefGoogle Scholar
Hughes, J., Campbell, A., Hewstone, M. & Cairns, E. (2007). Segregation in Northern Ireland. Policy Studies, 28(1), 3353.CrossRefGoogle Scholar
Illouz, E. (2007). Cold intimacies: the making of emotional capitalism. Oxford: Polity Press.Google Scholar
Ioannidou, E. (2012). Language policy in Greek Cypriot education: tensions between national and pedagogical values. Language, Culture and Curriculum, 25(3), 215230.CrossRefGoogle Scholar
Jackson, R. (2005). Writing the war on terrorism: language, politics and counter- terrorism. Manchester: Manchester University Press.Google Scholar
Jaggar, A. (1989). Love and knowledge: emotion in feminist epistemology. In Jaggar, A. & Bordo, S. (Eds.), Gender/body/knowledge: feminist reconstructions of being and knowledge (pp. 145171). New Brunswick, NJ: Rutgers University Press.Google Scholar
Jansen, J. D. (2009). On the clash of martyrological memories. Perspectives in Education, 27(2), 147157.Google Scholar
Jenkins, R. (2002). Pierre Bourdieu. London: Routledge.Google Scholar
Jenkins, T. (2013). The transformative imperative: the National Peace Academy as an emergent framework for comprehensive peace education. Journal of Peace Education, 10(2), 172196.CrossRefGoogle Scholar
Kansteiner, W. (2002). Finding meaning in memory: a methodological critique of collective memory studies. History and Theory, 41(2), 179197.CrossRefGoogle Scholar
Karagiorges, A. (1986). Educational development in Cyprus: 1960–1977. Nicosia: MAM.Google Scholar
Karyolemou, M. (2003). Keep your language and I will keep mine: politics, language, and the construction of identities in Cyprus. In Nelson, D. & Dedaic-Nelson, M. (Eds.), At war with words (pp. 359384). Berlin and New York: Mouton de Gruyter.CrossRefGoogle Scholar
Kelly, M. (2012). Conclusion: communication, identity and representation through languages in war. In Footitt, H. & Kelly, M. (Eds.), Languages and the military (pp. 236242). London: Palgrave Macmillan.CrossRefGoogle Scholar
Khan, K. (2014). Citizenship, securitization and suspicion in UK ESOL policy. Working Papers in Urban Language & Literacies, 130.Google Scholar
King, E. (2014). From classrooms to conflict in Rwanda. Cambridge: Cambridge University Press.Google Scholar
Kitromilides, P. (1979). The dialectic of intolerance: ideological dimension of ethnic conflict. Journal of Hellenic Diaspora. 6(4), 530.Google Scholar
Kizilyürek, N. (1999a). Cyprus: the impasse of nationalisms. Athens: Mauri Lista [in Greek].Google Scholar
Kizilyürek, N. (1999b). National memory and Turkish-Cypriot textbooks. Internationale Schulbuchforschung, 21(4), 387396.Google Scholar
Kizilyürek, N. & Gautier-Kizilyürek, S. (2004). The politics of identity in the Turkish Cypriot community and the language question. International Journal of the Sociology of Language, 2004(168), 3754.CrossRefGoogle Scholar
Knight-Diop, M. & Oesterreich, H. (2009). Pedagogical possibilities: engaging cultural rules of emotion. Teachers College Record, 11(11), 2678e2704.Google Scholar
Koutselini-Ioannidi, M. (1997). Curriculum as political text: the case of Cyprus (1935–90). History of Education, 26(4), 395407.CrossRefGoogle Scholar
Koutselini-Ioannidi, M. & Persianis, P. (2000). Theory–practice divide in teacher education at the University of Cyprus and the role of the traditional values of the Orthodox Church. Teaching in Higher Education, 5(4), 501520.CrossRefGoogle Scholar
Kriesberg, L. (1998). Constructive conflicts: from escalation to resolution. Lanham, MD: Rowman & Littlefield.Google Scholar
Kristeva, J. (1986). Word, dialogue, novel. In T. Moi (Ed.), The Kristeva reader (pp. 3461). Oxford: Basil Blackwell.Google Scholar
Kupermintz, H. & Salomon, G. (2005). Lessons to be learnt from research on peace education in the context of intractable conflict. Theory into Practice, 44(4), 293202.CrossRefGoogle Scholar
Ladson-Billings, G. (1994). The dreamkeepers: successful teachers of African American children. San Francisco: Jossey-Bass.Google Scholar
Latour, B. (2002). War of the worlds: what about peace? (Bigg, C., trans.). Chicago: Prickly Paradigm.Google Scholar
Lave, J. & Wenger, E. (1991). Situated learning: legitimate peripheral participation. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Leavitt, J. (1996). Meaning and feeling in the anthropology of emotions. American Ethnologist, 23(3), 514519.CrossRefGoogle Scholar
Lederach, J. P. (1997). Building peace: sustainable reconciliation in divided societies. Washington, DC: U.S. Institute of Peace.Google Scholar
Lefstein, A. (2010). More helpful as a problem than solution: some implications of situating dialogue in classrooms. In Littleton, K. & Howe, K. (Eds.), Educational dialogues: understanding and promoting productive interaction (pp. 170191). Abingdon, Oxon: Routledge.Google Scholar
Leibowitz, B., Bozalek, V., Rohleder, P., Carolissen, R. & Swartz, L. (2010). ‘Ah, but the whiteys love to talk about themselves’: discomfort as a pedagogy for change. Race Ethnicity and Education, 13(1), 83e100.CrossRefGoogle Scholar
Levy, G. (2014). Is there a place for peace education? Political education and citizenship activism in Israeli schools. Journal of Peace Education, 11(1), 101119.CrossRefGoogle Scholar
Lindner, E. (2009). Emotion and conflict: how human rights can dignify emotion and help us wage good conflict. Westport, CT: Praeger.CrossRefGoogle Scholar
Lingard, B. & Ozga, J. (2007). Introduction: reading education policy and politics. In Lingard, B. & Ozga, J., The Routledge Falmer reader in education policy and politics (pp. 18). London: Routledge.CrossRefGoogle Scholar
Lingard, B. & Rawolle, S. (2004). Mediatizing educational policy: the journalistic field, science policy, and cross-field effects. Journal of Education Policy, 19(3), 361380.CrossRefGoogle Scholar
Lingard, B., Taylor, S. & Rawolle, S. (2005a). Bourdieu and the study of educational policy: introduction. Journal of Education Policy, 20(6), 663669.CrossRefGoogle Scholar
Lingard, B., Taylor, S. & Rawolle, S. (2005b). Globalizing policy sociology in education: working with Bourdieu. Journal of Education Policy, 20(6), 759777.CrossRefGoogle Scholar
Loizos, P. (1998). How might Turkish and Greek Cypriots see each other more clearly? In Calotychos, V. (Ed.), Cyprus and its people: nation, identity, and experience in an unimaginable community, 1955–1997 (pp. 3552). Boulder, CO: Westview Press.Google Scholar
Loizos, P. (2006). Bicommunal initiatives and their contribution to improved relations between Turkish and Greek Cypriots. South European Society & Politics, 11(1), 179194.CrossRefGoogle Scholar
Lopes Cardozo, M. (2008). Sri Lanka: in peace or in pieces? A critical approach to peace education in Sri Lanka. Research in Comparative and International Education, 3(1), 1935.CrossRefGoogle Scholar
Lutz, C. A. & Abu-Lughod, L. (Eds.). (1990). Language and the politics of emotion. Cambridge: Cambridge University Press.Google Scholar
Mac Ginty, R. (2010). Hybrid peace: the interaction between top-down and bottom-up peace. Security Dialogue, 41(4), 391412.CrossRefGoogle Scholar
Mac Ginty, R. & Richmond, O. P. (2007). Myth or reality: opposing views on the liberal peace and post-war reconstruction. Global Society, 21(4), 491497.CrossRefGoogle Scholar
Mac Ginty, R. & Richmond, O. P. (2013). The local turn in peace building: A critical agenda for peace. Third World Quarterly, 34(5), 763783.CrossRefGoogle Scholar
Magendzo, A. (2005). Pedagogy of human rights education: a Latin American perspective. Intercultural Education, 16(2), 137143.CrossRefGoogle Scholar
Mallinson, W. (2005). Cyprus: A modern history. London: I. B. Tauris.Google Scholar
Maratheftis, M. (1992). Το Κυπριακό Εκπαιδευτικό Σύστημα: Σταθμοί και Θέματα [The Cypriot education system: watersheds and issues]. Nicosia: Μαραθεύτης.Google Scholar
Mavratsas, C. (1997). The ideological contest between Greek-Cypriot nationalism and Cypriotism 1974–1995: politics, social memory and identity. Ethnic and Racial Studies, 20(4), 717737.CrossRefGoogle Scholar
Mavratsas, C. (1998). Facets of Greek nationalism in Cyprus: ideological contest and the social construction of Greek-Cypriot identity 1974–1996. Athens: Katarti.Google Scholar
Mavratsas, C. (1999). National identity and consciousness in everyday life: towards a sociology of knowledge of Greek-Cypriot nationalism. Nations and Nationalism, 5(1), 91104.CrossRefGoogle Scholar
McCarthy, C. (1990). Race and curriculum: social inequality and the theories and politics of differece in contemporary research on schooling. London; New York; Philadelphia: The Falmer Press.Google Scholar
McEvoy, L., McEvoy, K. & McConnachie, K. (2006). Reconciliation as a ‘dirty word’: conflict, community relations and education in Northern Ireland. International Affairs, 60(1), 81106.Google Scholar
McGlynn, C., Niens, U., Cairns, E. & Hewstone, M. (2004). Moving out of conflict: the contribution of integrated schools in Northern Ireland to identity, attitudes, forgiveness and reconciliation. Journal of Peace Education, 1(2), 147163.CrossRefGoogle Scholar
McGlynn, C.,Zembylas, M., Bekerman, Z., & Gallagher, T. (Eds.). (2009). Peace education in conflict and post-conflict societies: comparative perspectives. New York: Palgrave Macmillan.CrossRefGoogle Scholar
Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass.Google Scholar
Middleton, D. R. (1989). Emotional style: the cultural ordering of emotion. Ethos, 17(2), 187201.CrossRefGoogle Scholar
Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: an expanded sourcebook. Newbury Park, CA: Sage.Google Scholar
Ministry of Education and Culture (1990). Δεν Ξεχνώ Και Αγωνίζομαι. Για Τις Ε’ Και Στ’ Τάξεις [I don’t forget and I struggle. For grades 5 and 6]. Nicosia: Cyprus Ministry of Education, Department of Primary Education.Google Scholar
Ministry of Education and Culture (1992). Δεν Ξεχνώ Και Αγωνίζομαι. Για Τις Γ’ Και Δ’ Τάξεις [I don’t forget and I struggle. For grades 3 and 4]. Nicosia: Cyprus Ministry of Education, Department of Primary Education.Google Scholar
Ministry of Education and Culture (1994). Γνωρίζω Δεν Ξεχνώ Και Αγωνίζομαι. Για Την Α’ Και Β’ Τάξη Του Δημοτικού Σχολείου [I know I don’t forget and I struggle. for grades 1 and 2 of primary school]. Nicosia: Ministry of Education and Culture. Programme Development Service. Department of Primary Education.Google Scholar
Ministry of Education and Culture. (2002). F:7.1.19.1/3, intercultural education. Nicosia: Ministry of Education and Culture, Republic of Cyprus.Google Scholar
Ministry of Education and Culture (2008). F:7.1.05.21, objectives of the school year 2008–2009. Nicosia: Ministry of Education and Culture, Republic of Cyprus.Google Scholar
Ministry of Education and Culture (2010a). Annual report 2010. Nicosia: Ministry of Education and Culture. Available at www.moec.gov.cy/etisia-ekthesi/pdf/Annual_report_2010_EN.pdf (accessed 20 October 2011).Google Scholar
Ministry of Education and Culture (2010b) A guide to education in Cyprus. Available at www.moec.gov.cy/odigos-ekpaideusis/documents/english.pdf (accessed 20 October 2011). Nicosia: Ministry of Education and Culture, Cyprus Pedagogical Institute.Google Scholar
Ministry of Education and Culture (2010c). Οδηγός Υποδοχής Στην Κυπριακή Εκπαίδευση [A guide to education in Cyprus]. Nicosia: Ministry of Education and Culture, Cyprus Pedagogical Institute.Google Scholar
Mirbagheri, F. (2010). Historical dictionary of Cyprus. Lanham, MD: Scarecrow Press.Google Scholar
Mitchell, J. C. (1984). Typicality and the case study. In Ellen, R. (Ed.) Ethnographic research: a guide to general conduct (pp. 238241). New York: Academic.Google Scholar
Mitzen, J. (2006). Ontological security in world politics: state identity and the security dilemma. European Journal of International Relations, 12(3), 341370.CrossRefGoogle Scholar
Morag, N. (2004). Cyprus and the clash of Greek and Turkish nationalisms. Nationalism and Ethnic Politics, 10(4), 595624.CrossRefGoogle Scholar
Muller, J. (1998). The well-tempered learner: self-regulation, pedagogical models and teacher education policy. Comparative Education, 34, 177193.CrossRefGoogle Scholar
Murithi, T. (2009). An African perspective on peace education: Ubuntu lessons in reconciliation. International Review of Education, 55(2–3), 221233.CrossRefGoogle Scholar
Murray, H. (2008). Curriculum wars: national identity in education. London Review of Education, 6(1), 3945.CrossRefGoogle Scholar
Nieto, S. & Bode, P. (2008). Affirming diversity: the sociopolitical context of multicultural education, 5th ed. New York: Allyn & Bacon.Google Scholar
Noor, M., Brown, R. J. & Prentice, G. (2008). Precursors and mediators of intergroup reconciliation in Northern Ireland: a new model. British Journal of Social Psychology, 47(3), 481495.CrossRefGoogle ScholarPubMed
Nora, P. (1989). Between memory and history: Les lieux de memoire. Representations, 26, 725.CrossRefGoogle Scholar
Novelli, M. & Lopes Cardozo, M. T. (2008). Conflict, education and the global south: new critical directions. International Journal of Educational Development, 28(4), 473488.CrossRefGoogle Scholar
Ochs, E. & Schieffelin, B. B. (2011). The theory of language socialization. In Duranti, A., Ochs, E. & Schieffelin, B. B. (Eds.), The handbook of language socialization (pp. 122) New York: Wiley-Blackwell.Google Scholar
Olick, J. K. (1999). Collective memory: the two cultures. Sociological Theory, 17(3), 333348.CrossRefGoogle Scholar
Olick, J. K. & Robbins, J. (1998). Social memory studies: from ‘collective memory’ to the historical sociology of mnemonic practices. Annual Review of Sociology, 24, 105140.CrossRefGoogle Scholar
Opotow, S. & Luke, T. J. (2012). Complexities and challenges of peace. Peace and Conflict: Journal of Peace Psychology, 18(4), 351353.CrossRefGoogle Scholar
Ozga, J. (1990). Policy research and policy theory: a comment on Fitz and Haplin. Journal of Education Policy, 5(4), 359362.CrossRefGoogle Scholar
Ozga, J. (2000). Policy Research in educational settings: contested terrain. Buckingham: Open University Press.Google Scholar
Page, J. (2008). Peace education: exploring ethical and philosophical foundations. Charlotte, NC: Information Age Publishing.Google Scholar
Panayiotou, A. (2006a). Lenin in the coffee-shop: the communist alternative and forms of non-Western modernity. Postcolonial Studies, 9(3), 267280.CrossRefGoogle Scholar
Panayiotou, A. (2006b). Models of compromise and ‘power sharing’ in the experience of Cypriot modernity. The Cyprus Review, 18(2), 75103.Google Scholar
Panayiotopoulos, C. & Nicolaidou, M. (2007). At a crossroads of civilizations: multicultural education provision in Cyprus through the lens of a case study. Intercultural Education, 18(1), 6579.CrossRefGoogle Scholar
Papadakis, Y. (1993). The politics of memory and forgetting. Journal of Mediterranean Studies, 3(1), 139154.Google Scholar
Papadakis, Y. (1998). Greek Cypriot narratives of history and collective identity: nationalism as a contested process. American Ethnologist, 25(2), 117.CrossRefGoogle Scholar
Papadakis, Y. (2005). Echoes from the dead zone: across the Cyprus divide. London: I. B. Tauris.CrossRefGoogle Scholar
Papadakis, Y. (2006). Nicosia after 1960: a river, a bridge and a dead zone. The Global Media Journal: Mediterranean Edition, 1(1), 116.Google Scholar
Papadakis, Y. (2008). Narrative, memory and history education in divided Cyprus: A comparison of schoolbooks on the ‘History of Cyprus’. History & Memory, 20(2), 128148.CrossRefGoogle Scholar
Papamichael, E. (2008). Greek-Cypriot teachers’ understandings of intercultural education in an increasingly diverse society. The Cyprus Review, 20(2), 5178.Google Scholar
Papamichael, E. (2009). Greek-Cypriot teachers and classroom diversity: intercultural education in Cyprus. In International Handbook of Research on Teachers and Teaching (pp. 605617). New York: Springer.CrossRefGoogle Scholar
Papastergiadis, N. (2006). The invasion complex: the abject other and spaces of violence. Geografiska Annaler, 88 B(4), 429442.CrossRefGoogle Scholar
Papastergiadis, N. & Povrzanovic-Frykman, M. (2005). The invasion complex: deep historical fears and wide open anxieties. Geografiska Annaler, 88 B(4), 429442.Google Scholar
Persianis, P. (1996). Η Εκπαίδευση Της Κύπρου Μπροστά Στην Πρόκληση Της Ευρώπης [Education in Cyprus in the face of the European challenge]. Nicosia.Google Scholar
Persianis, P. (2006). Comparative history of education in Cyprus (1800–2004). Athens: Gutenberg [in Greek].Google Scholar
Pettigrew, T. & Tropp, L. (2011). When groups meet: the dynamics of intergroup contact. New York: Psychology Press.Google Scholar
Philippou, S. (2007). Policy, curriculum and the struggle for change in Cyprus: the case of the European dimension in education. Journal of International Studies in Sociology of Education, 17(3), 249274.CrossRefGoogle Scholar
Philippou, S. & Theodorou, E. (2014). The ‘Europeanisation’of othering: children using ‘Europe’to construct ‘others’ in Cyprus. Race Ethnicity and Education, 17(2), 264290.CrossRefGoogle Scholar
Pollis, A. (1998). The role of foreign powers in structuring ethnicity and ethnic conflict in Cyprus. In Calotychos, V. (Ed.), Cyprus and its people: nation, identity and experience in unimaginable community 1955–1997 (pp. 85102). Boulder, CO: Westview Press.Google Scholar
Priester, J. R. & Petty, R. E. (1996). The gradual threshold model of ambivalence: relating the positive and negative bases of attitudes to subjective ambivalence. Journal of Personality and Social Psychology, 71, 4149.CrossRefGoogle ScholarPubMed
Rampton, B. (1995). Crossing: language and ethnicity among adolescents. London; New York: Longman.Google Scholar
Rampton, B. (2006). Language in late modernity: interaction in an urban school (No. 22). Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Rampton, B. (2007). Neo-Hymesian linguistic ethnography in the United Kingdom. Journal of Sociolinguistics, 11(5), 584607.CrossRefGoogle Scholar
Rampton, B. (2014). Conviviality and phatic communication? Working Papers in Urban Language & Literacies, 140.Google Scholar
Rampton, B. & Charalambous, C. (2012). Crossing. In Martin-Jones, M., Blackledge, A. & Creese, A. (Eds.), The Routledge handbook of multilingualism (pp. 482498). London: Routledge.Google Scholar
Rampton, B., Charalambous, C. & Charalambous, P. (2014). De-securitising Turkish: Teaching the language of a former enemy, and intercultural language education. Working Papers in Urban Languages & Literacies, Paper 177.Google Scholar
Rampton, B., Maybin, J. & Roberts, C. (2014). Methodological foundations in linguistic ethnography. Working Papers in Urban Language & Literacies 125.Google Scholar
Rampton, B., Tusting, K., Maybin, J., Barwell, R., Creese, A. & Lytra, V. (2004). UK linguistic ethnography: a discussion paper. Available at http://www.ling-ethnog.org.uk/documents/papers/ramptonetal2004.pdf (accessed 01 June 2006).Google Scholar
Reardon, B. A. (2000). Peace education: a review and projection. In Moon, R., Ben-Peretz, M., & Brown, S. (Eds.), Routledge international companion in education (pp. 397425). London: Routledge.Google Scholar
Reardon, B. A. & Cabezudo, A. (2002). Rationale for and approaches to peace education Book 1: Learning to abolish war, teaching toward a culture of peace. New York: The Hague Appeal for Peace.Google Scholar
Reckwitz, A. (2012). Affective spaces: a praxeological outlook. Rethinking History, 16(2), 241258.CrossRefGoogle Scholar
Reddy, W. (2001). The navigation of feeling: a framework for the history of emotions. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Richards, T. & Richards, L. (1994). Using computers in qualitative analysis. In Denzin, N. K. & Lincoln, Y. S. (Eds.), Handbook of qualitative research (pp. 445462). London: Sage.Google Scholar
Rigby, A. (2001). Justice and reconciliation: after the violence. London: Lynn Rienner.CrossRefGoogle Scholar
Rippon, T. J. & Willow, S. (2004). Sierra Leone: a model for a program for action for a culture of peace. Online Journal of Peace and Conflict Resolution, 6(1), 152169.Google Scholar
Rizvi, F. & Lingard, B. (2010). Globalizing Education Policy. London; New York: Routledge.Google Scholar
Rose, N. (1998). Inventing our selves: psychology, power and personhood. Cambridge: Cambridge University Press.Google Scholar
Roussou, M. & Hadjiyianni-Yiangou, E. (2001). Intercultural education in Cyprus. Nicosia: Ministry of Education and Culture, Primary Education Programme Development Service.Google Scholar
Rymes, B. (2008). Language socialization and the linguistic anthropology of education. In Duff, P. A. & Hornberger, N. H. (Eds.), Encyclopedia of language and education, 2nd ed. (pp. 2942). New York: Springer.Google Scholar
Salomon, G. & Nevo, B. (2002). Peace education: the concept, principles, and practices around the world. New York: Lawrence Erlbaum.Google Scholar
Sandlund, E. (2004). Feeling by doing: the social organization of everyday emotions in academic talk-in-interaction. Karlstadt: Karlstadt University Press.Google Scholar
Santos, M. S. (2001). Memory and narrative in social theory: the contributions of Jacques Derrida and Walter Benjamin. Time & Society, 10(2–3), 163189.CrossRefGoogle Scholar
Schmidt, M. & Datnow, A. (2005). Teachers’ sense-making about comprehensive school reform: the influence of emotions. Teaching and Teacher Education, 21(8), 949965.CrossRefGoogle Scholar
Simon, R. (2005). The touch of the past: remembrance, learning, and ethics. New York: Palgrave Macmillan.CrossRefGoogle Scholar
Simon, R., Rosenberg, S. & Eppert, C. (Eds). (2000) Beyond hope and despair: pedagogy and the representation of historical trauma. Totowa, NJ: Rowman and Littlefield.Google Scholar
Simons, M., Olssen, M. & Peters, M. A. (2009a). Part I: the critical education policy orientation. Re-reading education policies: a handbook studying the policy agenda of the 21st century. Rotterdam: Sense.Google Scholar
Simons, M., Olssen, M. & Peters, M. A. (2009b). Part II: challenges, horizons, approaches, tools, styles. In Simons, M., Olssen, M. & Peters, M. A. (Eds.), Re-reading education policies: a handbook studying the policy agenda of the 21st century (pp. 3695). Rotterdam: Sense.CrossRefGoogle Scholar
Sitas, A., Latif, D. & Loizou, N. (2007). Prospects of reconciliation, co-existence and forgiveness in Cyprus in the post-referendum period. Nicosia: PRIO Cyprus Centre.Google Scholar
Snell, J., Shaw, S., Copland, F. (Eds.). (2015). Linguistic ethnography interdisciplinary explorations. London: Palgrave Macmillan.CrossRefGoogle Scholar
Spillane, J. P., Reiser, B. J. & Reimer, T. (2002). Policy implementation and cognition: reframing and refocusing implementation research. Review of Educational Research, 72(3), 387431.CrossRefGoogle Scholar
Spyrou, S. (2002). Images of ‘the Other’: the Turk in Greek Cypriot children’s imaginations. Race, Ethnicity & Education, 5(3), 255272.CrossRefGoogle Scholar
Spyrou, S. (2006a) Children constructing ethnic identities in Cyprus. In Papadakis, Y., Peristianis, N. & Welz, G. (Eds.), Divided Cyprus: Modernity, history and an island in conflict (pp. 121139). Bloomington; Indianapolis, TN: Indiana University Press.Google Scholar
Spyrou, S. (2006b). Constructing ‘the Turk’ as an enemy: the complexity of stereotypes in children’s everyday worlds. South European Society & Politics, 11(1), 95110.CrossRefGoogle Scholar
Stake, R. (1995). The art of case study research. Thousand Oaks, CA: Sage.Google Scholar
Sturdy, A. (2003). Knowing the unknowable? A discussion of methodological and theoretical issues in emotion research and organizational studies. Organization, 10(1), 81105.Google Scholar
Sturken, M. (1997). Tangled memories: the Vietnam War, the AIDS epidemic and the politics of remembering. Berkeley, CA: University of California Press.CrossRefGoogle Scholar
Svašek, M. (Ed.). (2006). Postsocialism: politics and emotions in Central and Eastern Europe. New York: Berghahn Books.Google Scholar
Swartz, D. (1997). Culture and power: The sociology of Pierre Bourdieu. Chicago, IL: The University of Chicago Press.CrossRefGoogle Scholar
Temple, B. & Young, A. (2004). Qualitative research and translation dilemmas. Qualitative Research, 4(2), 161178.CrossRefGoogle Scholar
Theodorou, E. (2011). I’ll race you to the top: othering from within – attitudes among Pontian children in Cyprus towards other immigrant classmates. Childhood, 18(242), 242260.CrossRefGoogle Scholar
Theodorou, E. (2014). Constructing the ‘other’: politics and policies of intercultural education in Cyprus. In L. Vega (Ed.), Empires, post-coloniality and interculturality, (pp. 251-272). Rotterdam: Sense.Google Scholar
Theodorou, E. & Symeou, L. (2013). Experiencing the same but differently: indigenous minority and immigrant children’s experiences in Cyprus. British Journal of Sociology of Education, 34(3), 354372.CrossRefGoogle Scholar
Todorov, T. (2003). Hope and memory: reflections on the twentieth century. London: Atlantic Books.Google Scholar
Trifonas, P. & Wright, B. (Eds.). (2013). Critical peace education: Difficult dialogues. Dordrecht, The Netherlands: Springer.CrossRefGoogle Scholar
Trimikliniotis, N. (2001). Τα Προβλήματα Από Την Φοίτηση Των Ποντίων Στη Δημοτική Εκπαίδευση: Προκαταρτική Έρευνα Και Έκθεση [Problems from the attendance of Pontian students in primary education: preliminary research and report]. For the Cyprus Association of Sociologists.Google Scholar
Trimikliniotis, N. (2004). Mapping discriminatory landscapes in Cyprus: ethnic discrimination in a divided education system. The Cyprus Review, 16(1), 5385.Google Scholar
Trimikliniotis, N. (2006). A communist’s post-modern power dilemma: one step back, two steps forward, ‘soft no’ and hard choices … The Cyprus Review, 18(1), 3786.Google Scholar
Trimikliniotis, N. & Demetriou, C. (2009). The Cypriot Roma and the failure of education: anti-discrimination and multiculturalism as a post-accession challenge. In Coureas, N. & Varnava, A. (Eds.), The minorities of Cyprus: development patterns and the identity of the internal-exclusion (pp. 241–264). Newcastle upon Tyne: Cambridge Scholars.Google Scholar
Tyler, I. (2006). Welcome to Britain: the cultural politics of asylum. European Journal of Cultural Studies, 9(2), 185202.CrossRefGoogle Scholar
Van Veen, K. & Lasky, S. (2005). Emotions as a lens to explore teacher identity and change: Different theoretical approaches. Teaching and Teacher Education, 21(8), 895898.CrossRefGoogle Scholar
Van Veen, K. & Sleegers, P. (2006). How does it feel? Teachers’ emotions in a context of reform. Journal of Curriculum Studies, 38(1), 8511.CrossRefGoogle Scholar
Van Veen, K., Sleegers, P. & Van de Ven, P-H. (2005). One teacher’s identity, emotions, and commitment to change: A case study into the cognitive-affective processes of a secondary school teacher in the context of reforms. Teaching and Teacher Education, 21(8), 917934.CrossRefGoogle Scholar
Vannini, P. (2015). Non-representational ethnography: new ways of animating lifeworlds. Cultural Geographies, 22(2), 317327.CrossRefGoogle Scholar
Varnava, A. & Faustman, H. (Eds.). (2009). Reunifying Cyprus: The Annan Plan and beyond. London: I. B. Tauris.CrossRefGoogle Scholar
Vertovec, S. (2001). Transnationalism and identity. Journal of Ethnic and Migration Studies, 27(4), 573582.CrossRefGoogle Scholar
Vertovec, S. (2007). Super-diversity and its implications. Ethnic and Racial Studies, 30(6), 10241054.CrossRefGoogle Scholar
Vertovec, S. (2010). Towards post-multiculturalism? Changing communities, conditions and contexts of diversity. International Social Science Journal, 61(199), 8395.CrossRefGoogle Scholar
Vidovich, L. (2007). Removing policy from its pedestal: some theoretical framings and practical possibilities. Educational Review, 59(3), 285298.CrossRefGoogle Scholar
Volkan, V. D. (1979). Cyprus: war and adaptation. Charlottesville, NC: University Press of Virginia.Google Scholar
Volkan, V. D. & Itzkowitz, N. (1994). Turks and Greeks: neighbours in conflict. Cambs, England: Eothen Press.Google Scholar
Vural, Y. & Peristianis, N. (2008). Beyond ethno-nationalism: emerging trends in Cypriot politics after the Annan Plan. Nations and Nationalism, 14(1), 3960.CrossRefGoogle Scholar
Walshaw, M. & Anthony, G. (2007). Policy implementation: integrating the personal and the social. Mathematics Teacher Education and Development, 8(Special Issue), 522.Google Scholar
Weigert, A. (1991). Mixed emotions: certain steps toward understanding ambivalence. Albany, NY: State University of New York Press.Google Scholar
Weitzman, E. (2000). Software and qualitative research. In Denzin, N. K. and Lincoln, Y. S. (Eds.), Handbook of qualitative research, 2nd ed. (pp. 803820). Thousand Oaks, CA: Sage.Google Scholar
Wetherell, M. (2007). A step too far: discursive psychology, linguistic ethnography and questions of identity. Journal of Sociolinguistics, 11(5), 661681.CrossRefGoogle Scholar
Wetherell, M. & Potter, J. (1987). Discourse and social psychology: beyond attitudes and behaviour. London; Thousand Oaks, CA; New Delhi: Sage.Google Scholar
Wetherell, M. & Potter, J. (1988). Discourse analysis and the identification of interpretative repertoires. In C. Antaki (Ed.), Analyzing everyday explanations: a casebook of methods (pp. 168–183). London: Sage.Google Scholar
Wetherell, M. & Potter, J. (1992). Mapping the language of racism: discourse and the legitimation of exploitation. Hemel Hempstead: University of Columbia Press.Google Scholar
Wintersteiner, W., Spajić-Vrkaš, V. & Teutsch, R. (2003). Peace education in Europe: visions and experiences (Vol. 19). New York and Berlin: Waxmann Verlag.Google Scholar
Worsham, L. (2001). Going postal: pedagogic violence and the schooling of emotion. In Giroux, H. & Myrisides, K. (Eds.), Beyond the corporate university (pp. 229265). New York: Rowman & Littlefield.Google Scholar
Wortham, S. & Rymes, B. (Eds.). (2003). Linguistic anthropology of education. Westport, CT: Praeger.Google Scholar
Yanay, N. (2002). Hatred as ambivalence. Theory, Culture & Society, 19(3), 7188.CrossRefGoogle Scholar
Yashin, M. Ed. (2000). Step-mother tongue: from nationalism to multi-culturalism: literatures of Cyprus, Greece and Turkey. London: Middlesex University Press.Google Scholar
Zakharia, Z. (2016). Education and peacebuilding across the conflict continuum in Lebanon. In Bajaj, M. & Hantzopoulos, M. (Eds.), Peace education: international perspectives (pp. 7188). New York: Bloomsbury.CrossRefGoogle Scholar
Zembylas, M. (2005). Discursive practices, genealogies and emotional rules: a poststructuralist view on emotion and identity in teaching. Teaching and Teacher Education, 21(8), 935948.CrossRefGoogle Scholar
Zembylas, M. (2007). Five pedagogies, a thousand possibilities: Struggling for hope and transformation in education. Rotterdam, The Netherlands: Sense.CrossRefGoogle Scholar
Zembylas, M. (2008). The politics of trauma in education. New York: Palgrave Macmillan.Google Scholar
Zembylas, M. (2009a). Affect, citizenship, politics: Implications for education. Pedagogy, Culture & Society, 17(3), 369383.CrossRefGoogle Scholar
Zembylas, M. (2009b). Global economies of fear: affect, politics and pedagogical implications. Critical Studies in Education, 50(2), 187199.CrossRefGoogle Scholar
Zembylas, M. (2009c). Making sense of traumatic events. Towards a politics of aporetic mourning in educational theory and pedagogy. Educational Theory, 59(1), 85104.CrossRefGoogle Scholar
Zembylas, M. (2010a). Children’s construction and experience of racism and nationalism in Greek-Cypriot primary schools. Childhood, 17(3), 312328.CrossRefGoogle Scholar
Zembylas, M. (2010b). Critical discourse analysis of multiculturalism and intercultural education policies in the Republic of Cyprus. The Cyprus Review, 22(1), 3959.Google Scholar
Zembylas, M. (2010c). Pedagogic struggles to enhance inclusion and reconciliation in a divided community. Ethnography and Education, 5(3), 277292.CrossRefGoogle Scholar
Zembylas, M. (2010d). Racialization/ethnicization of school emotional spaces: the politics of resentment. Race, Ethnicity and Education, 13(2), 253270.CrossRefGoogle Scholar
Zembylas, M. (2010e). Teacher emotions in the context of educational reforms. In Hargreaves, A., Fullan, M., Lieberman, A. & Hopkins, D. (Eds.), International handbook of educational change, 2nd ed. (pp. 219234). Dordrecht, The Netherlands: Springer.Google Scholar
Zembylas, M. (2011). Investigating the emotional geographies of exclusion in a multicultural school. Emotion, Space and Society, 4(3), 151159.CrossRefGoogle Scholar
Zembylas, M. (2012). The politics of fear and empathy: Emotional ambivalence in ‘host’ children and youth’s discourses about migrants in Cyprus. Intercultural Education, 23(3), 195208.CrossRefGoogle Scholar
Zembylas, M. (2013). Critical pedagogy and emotion: Working through troubled knowledge in posttraumatic societies. Critical Studies in Education, 54(2), 176189.CrossRefGoogle Scholar
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), 390412.CrossRefGoogle Scholar
Zembylas, M. (2015). Emotion and traumatic conflict: Re-claiming healing in education. Oxford: Oxford University Press.CrossRefGoogle Scholar
Zembylas, M. & Bekerman, Z. (2008). Education and the dangerous memories of historical trauma: narratives of pain, narratives of hope. Curriculum Inquiry, 38(2), 125154.CrossRefGoogle Scholar
Zembylas, M. & Bekerman, Z. (2013). Peace education in the present: dismantling and reconstructing some fundamental theoretical premises. Journal of Peace Education, 10(2), 197214.CrossRefGoogle Scholar
Zembylas, M. & Boler, M. (2002). On the spirit of patriotism: challenges of a ‘pedagogy of discomfort’. Special issue on Education and September 11. Teachers College Record, www.tcrecord.org, (accessed 17 November 2015).Google Scholar
Zembylas, M. & Ferreira, A. (2009). Identity formation and affective spaces in conflict-ridden societies: inventing heterotopic possibilities. Journal of Peace Education, 6(1), 118.CrossRefGoogle Scholar
Zembylas, M. & McGlynn, C. (2012). Discomforting pedagogies: emotional tensions, ethical dilemmas and transformative possibilities. British Educational Research Journal, 38(1), 4160.CrossRefGoogle Scholar
Zembylas, M., Charalambous, C. & Charalambous, P. (in press). Teachers’ pedagogical perspectives and teaching practices on human rights in Cyprus: an empirical exploration and implications for human rights education. Pedagogies.Google Scholar
Zembylas, M., Charalambous, C., Charalambous, P. & Kendeou, P. (2011). Promoting peaceful coexistence in conflict-ridden Cyprus: teachers’ difficulties and emotions towards a new policy initiative. Teaching and Teacher Education, 27(2), 332341.CrossRefGoogle Scholar
Zembylas, M., Charalambous, P., Lesta, S. & Charalambous, C. (2015). Primary school teachers’ understandings of human rights and human rights education (HRE) in Cyprus: an exploratory study. Human Rights Review, 16(2), 161182.CrossRefGoogle Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×