• All
  • 2011
  • 2012
  • 2013
  • 2014
  • 2014

    Zembylas, M. & Chubbuck, S. (in press). The intersection of identity, beliefs, and politics to conceptualizing ‘teacher identity’. In H. Fives & M. Gill (Eds.), Handbook of research on teachers’ beliefs. New York: Routledge.
  • Zembylas, M. (in press). Researching ‘emotional geographies’ in schools: The value of critical ethnography. In H. Flam & J. Kleres (Eds.), Methods of exploring emotions. New York: Routledge.
  • Zembylas, M. (2014). Affective, political and ethical sensibilities in pedagogies of critical hope: Exploring the notion of ‘critical emotional praxis’. In V. Bozalek, B. Leibowitz, R. Carolissen & M. Boler (Eds.), Discerning critical hope in educational
  • Zembylas, M. & Iasonos, S. (2014). Toward a framework of research and practice for social justice leadership: The case of Cyprus. In I. Bogotch & C. Shields (Eds.), Social justice and educational leadership handbook 381-396 Springer: Dordrecht , The Nethe
  • 2013

    Avraamidou, L. (2013). Qualitative Methods in Social Research: Theoretical Framework and Approaches to Qualitative Research. In A. Pyrgiotakis and Ch. Theophilides (Eds). Educational Research: Theoretical Perspectives and Practical Approaches. 13-25, Nicosia: University of Nicosia Press. [in greek]
  • Bekerman, Z., & Zembylas, M. (2013). General introduction: Interrogating the meaning9s) and doing(s) of integrated education. In C. McGlynn, M. Zembylas & Z. Bekerman (Eds.), Integrated education in conflicted societies (pp. xi-xviii). New York: Palgrave, Macmillan.
  • Themistokleous, S., Vrasidas C., and Zembylas M.. 2013. “Cyprus: A devastating financial crisis ”, chapter in the edited book “The Uses of Austerity - Spending Cuts, Stimulus and Reform in the Economic Crisis”, by Vit Novotny for the Centre for European Studies. (in press)
  • 2012

    Avraamidou, L. & Evagorou, M. (2012). Introduction: Contemporary approaches to science education. In M. Evagorou and L. Avraamidou (Eds). Contemporary approaches to science teaching and Learning. Athens: Diadrasi (ISBN: 978-960-9541-85-5).
  • Avraamidou, L. (2012). Trends in Science Education and Teacher Preparation, In M. Evagorou and L. Avraamidou (Eds). Contemporary approaches to science teaching and Learning, 3-25. Athens: Diadrasi (in greek).
  • Themistokleous, S., Zembylas M., and Vrasidas C.. 2012. “Needed: Sustainable Schools.” International Social Watch Report 2012. (ISSN:0797-9231)
  • Themistokleous, S., Vrasidas C., and Zembylas M.. 2012. “Immigration and Integration Policies in Cyprus”, chapter in the edited book “Opening the Door?:Immigration and Integration in the European Union”, by Vit Novotny for the Centre for European Studies. (ISBN 978-2-930632-11-7)
  • Zembylas, M. (2012). Suffering, memory and forgiveness: Derrida, Levinas and the pedagogical challenges of reconciliation in Cyprus. In P. Ahluwalia, S. Atkinson, P. Bishop, P. Christie, R. Hattam & J. Matthews (Eds.), Reconciliation and pedagogy (pp. 45-64). New York: Routledge.
  • Zembylas, M. & Bozalek, V. (2012). The Council of Europe’s policy on intercultural dialogue and the ethics of care: Implications for citizenship education. In T. Beasley & M. Peters (Eds.), Interculturalism, education and dialogue (pp. 178-190). New York: Peter Lang.
  • Zembylas, M. (2012). Foucault and work-based research ethics: Revisiting some issues. In P. Gibbs (Ed.), Practice as a key idea in understanding work. Springer: Dordrecht , The Netherlands.
  • Zembylas, M., & Chubbuck, S. (2012). Growing immigration and multiculturalism in Europe: Teachers’ emotions and the prospects of social justice education. In C. Day (Ed.), The Routledge international handbook of teacher and school development (pp. 139-148). New York: Routledge.
  • 2011

    Angelides, P. & Avraamidou, L. (2011). Promoting inclusive education in informal learning environments, In P. Angelides (Ed.) 17-42. Pedagogical Approaches for Inclusion. Athens: Diadrasi. (in greek).
  • Hadjiachilleos, S. & Avraamidou, L. (2011). Open-ended scientific inquiry in a non-formal setting: Cognitive, affective and social aspects of in-service elementary teachers’ development. In M. Kooy and K. V. Veen (Eds). Teacher Learning that Matters: International Perspectives, 217-234. Chicago: Routledge.
  • Themistokleous, S., Vrasidas C., and Zembylas M.. 2011. “The evolution of Cyprus’ Educational Policies for Sustainable Development”. International Social Watch Report 2011.
  • Vrasidas, C. Themistocleous, S. & Zembylas, M. (2011). Cyprus: A country of growing immigration. In V. Novotny (Ed.), Opening the door? Immigration and integration in the European Union (pp. 167-198). Brussels: Centre for European Studies.
  • Zembylas, M. (2011). Multiculturalism in a deeply divided society: The case of Cyprus. In Z. Bekerman & T. Geisen (Eds.), International handbook of migration, minorities, and education – Understanding cultural and social differences in processes of learning (pp. 605-622). Dordrecht , The Netherlands: Springer.
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