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  1. (1 other version)Hybridity and national identity in post-colonial schools.Rowena A. Azada-Palacios - 2022 - Educational Philosophy and Theory 54 (9):1431-1441.
    The recent resurgence of extreme-right movements and the nationalist turn of many governments across the world have reignited the relevance of discussions within educational philosophy about the teaching of national identity in schools. However, the conceptualisation of national identity in previous iterations of these debates have been largely Western and Eurocentric, making the past theoretical literature about these questions less relevant for post-colonial settings. In this paper, I imagine a new approach for teaching national identity in post-colonial contexts, founded on (...)
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  • (1 other version)Hybridity and national identity in post-colonial schools.Rowena A. Azada-Palacios - 2021 - Educational Philosophy and Theory 54 (9):1431-1441.
    The recent resurgence of extreme-right movements and the nationalist turn of many governments across the world have reignited the relevance of discussions within educational philosophy about the teaching of national identity in schools. However, the conceptualisation of national identity in previous iterations of these debates have been largely Western and Eurocentric, making the past theoretical literature about these questions less relevant for post-colonial settings. In this paper, I imagine a new approach for teaching national identity in post- colonial contexts, founded (...)
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  • Toward a Critical-Sentimental Orientation in Human Rights Education.Michalinos Zembylas - 2016 - Educational Philosophy and Theory 48 (11).
    This paper addresses one of the challenges in human rights education concerning the conceptualization of a pedagogical orientation that avoids both the pitfalls of a purely juridical address and a ‘cheap sentimental’ approach. The paper uses as its point of departure Richard Rorty’s key intervention on human rights discourse and argues that a more critical orientation of Rorty’s proposal on ‘sentimental education’ has important implications for HRE. This orientation is not limited to perspectives such as Rorty’s voyeuristic approach to sentimentality, (...)
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