Constadina Charalambous
Biographic Data
| ID | 746762 |
|---|---|
| NAME | Constadina Charalambous |
| GIVEN NAMES | Constadina |
| FAMILY NAME | Charalambous |
| SIGNATURE | CHARALAMBOUS C |
| AFFILIATIONS | European University Cyprus |
| ORCID | 0000-0003-3326-0055 |
| VERIFIED | Yes |
| TOTAL WORKS | 30 |
| TOTAL CITATIONS | 111 |
| AUTHOR COUNT | 30 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 6 |
Bridging STEAM and Cultural Heritage Through Inclusive Inquiry: The SciArt Professional Development Program
This study presents a professional development (PD) program designed within the “SciArt—Promoting 21st-century skills through an inclusive STEAM approach to Cultural Heritage” project, which aims to prepare teachers to implement an inclusive, inquiry-based STEAM approach in their classrooms. The approach, developed collaboratively by academics from the arts, sciences, and cultural sectors across Cyprus, Greece, and Portugal, integrates archaeomet…
Manifestations of affective nationalism and representations of national ‘others’ in literature education: An ethnographic study
Situated in the conflict-affected Cypriot context, this paper aims to explore the affective dimension of nationalism as manifested in the representations of national ‘others’ in a Greek-Cypriot secondary school. Drawing on data from a linguistic ethnographic study looking at the negotiations of ethnic and intercultural education discourses, we focus on a series of classroom interactions discussing a poem written by a Turkish-Cypriot poet and how …
You are a citizen but your voice is not heard anywhere’: Investigating student voice and active citizenship in Greek-Cypriot education
Rethinking intercultural communication beyond verbal language: Affect, embodiment and materiality in times of ‘crisis’
The communicative dynamics of diasporic affect in a conflict-affected community: The case of Greek-Cypriot diaspora
This article discusses the role of affect in diasporic belonging, especially when a community is affected by conflict, tracing the ways it circulates in and through discourses and interactions across different generations. Drawing on a linguistic ethnographic project on Greek-Cypriot diaspora, and following recent calls for paying more attention to affect in sociolinguistic analyses, it analyses the communicative dynamics of diasporic affect. Und…
Teachers’ understandings of affective nationalism in a conflict-affected society: Pedagogical and political implications
The purpose of this paper is to explore how teachers understand the role of affects and emotions in manifestations of the nation and nationalism in schools. In particular, the paper examines how teachers' political orientations – conservative or progressive – are entangled with their understandings of 'affective nationalism.' To do so, the authors use data from an exploratory qualitative study with 21 Greek-Cypriot primary and secondary school te…
Humanitarianism, victimisation, and bordering processes: Debating the Refugee Experience in the Classroom
Set in the peak of the so-called "European Migrant Crisis" and situated in the conflict-affected Cypriot context, this article examines Greek-Cypriot High School students' representations of Syrian refugees as they were debated in classroom discussion. Drawing on ethnographic research that took place in 2016 in a Lower Secondary School in Cyprus, we analyse the interactional dynamics through which 'bordering' processes took place, showing how dif…
Teachers’ understandings of indoctrination as ‘affective’: Empirical evidence from conflict-affected Cyprus
This paper examines teachers' understandings of affective indoctrination in a conflict-affected society, focusing on how teachers' political orientations are entangled with these understandings. The exploration is conducted through a qualitative study of Greek-Cypriot primary and secondary school teachers who are identified as either conservative or progressive. The findings highlight that regardless of political orientation, teachers interpret t…
Navigating liminality: Young People’s Political Socialization in a Conflict-Affected Context
This paper focuses on political socialization in a conflict-affected context and looks at how young Greek-Cypriot learners of Turkish debated political positionings and engaged with political and conflict ideologies usually seen as part of the adult world. It draws on data from two linguistic ethnographic projects (2006–2009; 2012–2015) that analysed classroom observations and recordings of controversial Turkish-as-Foreign-Language (MFL) lessons …
Security, Ethnography and Discourse: Transdisciplinary Encounters
International relations, sociolinguistics and the ‘everyday’: A linguistic ethnography of peace-building through language education
Focusing on the role that language and language education can play in peace-building, this paper examines everyday practice through the lens of linguistic ethnography. It investigates Greek Cypriot teenagers learning Turkish, the language of the (former) enemy, and it asks: how were the Turkish language’s associations with violent conflict handled in the practices and institutional organisation of schooling, and how far and in what ways can we sa…
Teacher Training for ‘Augmented Reading’: The Living Book Approach and Initial Results
Living Book—Augmenting Reading for Life, a three-year EU-funded Erasmus + project (September 2016–August 2019), exploited the affordances of augmented reality (AR) and other emerging technologies in order to address the underachievement of European youth in reading skills. The program developed an innovative approach that empowers teachers from upper primary and lower secondary schools (ages 9–15) to ‘augment’ students’ reading experiences throug…
Reconciliation pedagogies and critical ambivalence in teacher professional development: Insights from a case study in Cyprus
This paper draws on ethnographic data from a project on peace education and reconciliation pedagogies in the conflict-affected context of Cyprus. Following a primary school teacher over the period of eight months in peace education workshops and in her classroom before and after the workshops, we trace critical moments that seem to have an impact on teacher’s thoughts and emotions in relation to conflict and reconciliation. Analysing extracts of …
Sociolinguistics and everyday (in)securitization
ThisJournal of Sociolinguisticsdialogue starts from the perception that existential threats to national security have become an increasingly pervasive concern in daily life, spreading fear and suspicion through civil society. Communicative practices play a central role in these processes of (in)securitization, but sociolinguists appear to have paid them less attention than they deserve. So in what follows, six researchers discuss the significance…
Closing questions
Crossing of a different kind
This study of language crossing moves away from the scenes of multi-ethnic heteroglossia that have dominated the research, and turns instead to a setting affected by major conflict where the language of the traditional enemy has been introduced to secondary schools as part of a reconciliation initiative. This generates a radically different view of crossing and the environment in which it emerges: schooling counts more than popular culture; inter…
Security and Language Policy
This chapter draws critical security studies into the investigation of language policy for two reasons. First, it provides informative commentary on how the concept of security is being reconfigured, with developments in digital technology, large-scale population movements, and the privatisation of public services. Second, it is increasingly attentive to how geopolitics permeates the everyday. Accordingly, critical security studies can generate c…
Troubling translanguaging: Language ideologies, superdiversity and interethnic conflict
This paper looks at how histories of conflict and ideologies of language as a bounded entity mapped onto a homogeneous nation impact on attempts of translanguaging in the classroom in the conflict-affected context of Greek-Cypriot education. Drawing on ethnographic data from a highly diverse primary school, this study examines how nationalist understandings of language and belonging affect the ways in which a group of Turkish-speaking students of…
Peace Education in a Conflict-Affected Society: An Ethnographic Journey
Peace education initiatives have been subject to heated public debate and so far the complexities involved have not been fully understood. This multilayered analysis examines how teachers negotiate ideological, pedagogical and emotional challenges in their attempts to enact a peace education policy. Focusing primarily on the case study of conflict-affected Cyprus, Michalinos Zembylas, Constadina Charalambous and Panayiota Charalambous situate the…
Breaking classroom silences: A view from linguistic ethnography
This paper addresses potentially problematic classroom episodes in which someone foregrounds a social division that is normally taken for granted. It illustrates the way in which linguistic ethnography can unpack the layered processes that collide in the breaking of silence, showing how linguistic form and practice, individual positioning, local institutional history and national education policy development all count, and it discusses the value …
Toward a Critical Hermeneutical Approach in Human Rights Education: Transformative Possibilities and the Challenges of Implementation
The present paper examines the implementation of a particular human rights education approach—known as “critical hermeneutical” approach—in the context of two Greek-Cypriot classrooms. The study investigates whether and how an intervention grounded in this approach offers transformative possibilities to students and what kind of challenges it may pose for teachers who implement it. The implications for teacher training and teacher education are d…
De-securitizing Turkish: Teaching the Language of a Former Enemy, and Intercultural Language Education
This article explores the fit between orthodox ideas about intercultural language education and situations of acute insecurity. It describes the teaching of Turkish to Greek-Cypriots, introduced in 2003 by the Republic of Cyprus as part of a de-securitization policy. Although these classes were optional, many students regarded Turks as enemies, and after documenting hostility itself as one motive for learning Turkish, we describe three teaching s…
Primary School Teachers’ Understandings of Human Rights and Human Rights Education (HRE) in Cyprus: An Exploratory Study
The schooling of emotion and memory: Analyzing emotional styles in the context of a teacher's pedagogical practices
Old and new policies in dialogue: Greek–Cypriot teachers' interpretations of a peace‐related initiative through existing policy discourses
This paper looks at teachers' interpretations of a recent and controversial Greek–Cypriot policy initiative, which aimed to promote ‘peaceful coexistence’ between the two rival communities in conflict‐ridden Cyprus. Specifically, it focuses on the ways in which Greek–Cypriot teachers constructed the relation between the new policy for peaceful coexistence between Greek‐Cypriots and Turkish‐Cypriots with the long established but rather conflicting…
Promoting peaceful coexistence in conflict-ridden Cyprus: Teachers’ difficulties and emotions towards a new policy initiative
Sociolinguistics and everyday (in)securitization
ThisJournal of Sociolinguisticsdialogue starts from the perception that existential threats to national security have become an increasingly pervasive concern in daily life, spreading fear and suspicion through civil society. Communicative practices play a central role in these processes of (in)securitization, but sociolinguists appear to have paid them less attention than they deserve. So in what follows, six researchers discuss the significance…
Manifestations of Greek-Cypriot teachers' discomfort toward a peace education initiative: Engaging with discomfort pedagogically
The schooling of emotion and memory: Analyzing emotional styles in the context of a teacher's pedagogical practices
The ‘burden’ of emotions in language teaching: Negotiating a troubled past in ‘other’-language learning classrooms
This paper focuses on language classes where Greek-Cypriot students learn Turkish as their second Modern Foreign Language (MFL). Literature on MFL learning and emotions tends to focus on learners' emotions in relation to the production of the new language; however, MFL learning is also a space that provides the opportunity to language learners to construct different emotional experiences and negotiate different identities and different emotional …
International relations, sociolinguistics and the ‘everyday’: A linguistic ethnography of peace-building through language education
Focusing on the role that language and language education can play in peace-building, this paper examines everyday practice through the lens of linguistic ethnography. It investigates Greek Cypriot teenagers learning Turkish, the language of the (former) enemy, and it asks: how were the Turkish language’s associations with violent conflict handled in the practices and institutional organisation of schooling, and how far and in what ways can we sa…
Breaking classroom silences: A view from linguistic ethnography
This paper addresses potentially problematic classroom episodes in which someone foregrounds a social division that is normally taken for granted. It illustrates the way in which linguistic ethnography can unpack the layered processes that collide in the breaking of silence, showing how linguistic form and practice, individual positioning, local institutional history and national education policy development all count, and it discusses the value …
Doing ‘Leftist propaganda’ or working towards peace? Moving Greek-Cypriot peace education struggles beyond local political complexities
This paper investigates the interference of local politics with a peace education initiative in Greek-Cypriot education and the consequent impact on teachers’ perceptions and responses. Focusing on a recent educational attempt to promote ‘peaceful coexistence’, the authors explain how this attempt was seen by many teachers as being a part of a local leftist agenda and was therefore often rejected. When though the same initiative was positioned – …
Teachers’ emerging stances and repertoires towards reconciliation: Potential and challenges in Greek‐Cypriot education
In this paper we examine Greek‐Cypriot teachers’ positions towards the – largely unfamiliar – concept of reconciliation within the Greek‐Cypriot community. Looking at a set of 40 interviews conducted in spring 2009, this study is set against the broader historical context of the continuing Cyprus Problem and the development of ethnic rivalry between the two main ethnic groups (Greek‐Cypriots and Turkish‐Cypriots). The data analysis is informed by…
Crossing of a different kind
This study of language crossing moves away from the scenes of multi-ethnic heteroglossia that have dominated the research, and turns instead to a setting affected by major conflict where the language of the traditional enemy has been introduced to secondary schools as part of a reconciliation initiative. This generates a radically different view of crossing and the environment in which it emerges: schooling counts more than popular culture; inter…
Old and new policies in dialogue: Greek–Cypriot teachers' interpretations of a peace‐related initiative through existing policy discourses
This paper looks at teachers' interpretations of a recent and controversial Greek–Cypriot policy initiative, which aimed to promote ‘peaceful coexistence’ between the two rival communities in conflict‐ridden Cyprus. Specifically, it focuses on the ways in which Greek–Cypriot teachers constructed the relation between the new policy for peaceful coexistence between Greek‐Cypriots and Turkish‐Cypriots with the long established but rather conflicting…
Reconciliation pedagogies and critical ambivalence in teacher professional development: Insights from a case study in Cyprus
This paper draws on ethnographic data from a project on peace education and reconciliation pedagogies in the conflict-affected context of Cyprus. Following a primary school teacher over the period of eight months in peace education workshops and in her classroom before and after the workshops, we trace critical moments that seem to have an impact on teacher’s thoughts and emotions in relation to conflict and reconciliation. Analysing extracts of …
The communicative dynamics of diasporic affect in a conflict-affected community: The case of Greek-Cypriot diaspora
This article discusses the role of affect in diasporic belonging, especially when a community is affected by conflict, tracing the ways it circulates in and through discourses and interactions across different generations. Drawing on a linguistic ethnographic project on Greek-Cypriot diaspora, and following recent calls for paying more attention to affect in sociolinguistic analyses, it analyses the communicative dynamics of diasporic affect. Und…
Teachers’ understandings of affective nationalism in a conflict-affected society: Pedagogical and political implications
The purpose of this paper is to explore how teachers understand the role of affects and emotions in manifestations of the nation and nationalism in schools. In particular, the paper examines how teachers' political orientations – conservative or progressive – are entangled with their understandings of 'affective nationalism.' To do so, the authors use data from an exploratory qualitative study with 21 Greek-Cypriot primary and secondary school te…
Navigating liminality: Young People’s Political Socialization in a Conflict-Affected Context
This paper focuses on political socialization in a conflict-affected context and looks at how young Greek-Cypriot learners of Turkish debated political positionings and engaged with political and conflict ideologies usually seen as part of the adult world. It draws on data from two linguistic ethnographic projects (2006–2009; 2012–2015) that analysed classroom observations and recordings of controversial Turkish-as-Foreign-Language (MFL) lessons …
Closing questions
Toward a Critical Hermeneutical Approach in Human Rights Education: Transformative Possibilities and the Challenges of Implementation
The present paper examines the implementation of a particular human rights education approach—known as “critical hermeneutical” approach—in the context of two Greek-Cypriot classrooms. The study investigates whether and how an intervention grounded in this approach offers transformative possibilities to students and what kind of challenges it may pose for teachers who implement it. The implications for teacher training and teacher education are d…
Primary School Teachers’ Understandings of Human Rights and Human Rights Education (HRE) in Cyprus: An Exploratory Study
Promoting peaceful coexistence in conflict-ridden Cyprus: Teachers’ difficulties and emotions towards a new policy initiative
Teachers’ emerging stances and repertoires towards reconciliation: Potential and challenges in Greek‐Cypriot education
In this paper we examine Greek‐Cypriot teachers’ positions towards the – largely unfamiliar – concept of reconciliation within the Greek‐Cypriot community. Looking at a set of 40 interviews conducted in spring 2009, this study is set against the broader historical context of the continuing Cyprus Problem and the development of ethnic rivalry between the two main ethnic groups (Greek‐Cypriots and Turkish‐Cypriots). The data analysis is informed by…
Doing ‘Leftist propaganda’ or working towards peace? Moving Greek-Cypriot peace education struggles beyond local political complexities
This paper investigates the interference of local politics with a peace education initiative in Greek-Cypriot education and the consequent impact on teachers’ perceptions and responses. Focusing on a recent educational attempt to promote ‘peaceful coexistence’, the authors explain how this attempt was seen by many teachers as being a part of a local leftist agenda and was therefore often rejected. When though the same initiative was positioned – …
Manifestations of Greek-Cypriot teachers' discomfort toward a peace education initiative: Engaging with discomfort pedagogically
The ‘burden’ of emotions in language teaching: Negotiating a troubled past in ‘other’-language learning classrooms
This paper focuses on language classes where Greek-Cypriot students learn Turkish as their second Modern Foreign Language (MFL). Literature on MFL learning and emotions tends to focus on learners' emotions in relation to the production of the new language; however, MFL learning is also a space that provides the opportunity to language learners to construct different emotional experiences and negotiate different identities and different emotional …
Primary School Teachers’ Understandings of Human Rights and Human Rights Education (HRE) in Cyprus: An Exploratory Study
The schooling of emotion and memory: Analyzing emotional styles in the context of a teacher's pedagogical practices
Old and new policies in dialogue: Greek–Cypriot teachers' interpretations of a peace‐related initiative through existing policy discourses
This paper looks at teachers' interpretations of a recent and controversial Greek–Cypriot policy initiative, which aimed to promote ‘peaceful coexistence’ between the two rival communities in conflict‐ridden Cyprus. Specifically, it focuses on the ways in which Greek–Cypriot teachers constructed the relation between the new policy for peaceful coexistence between Greek‐Cypriots and Turkish‐Cypriots with the long established but rather conflicting…
De-securitizing Turkish: Teaching the Language of a Former Enemy, and Intercultural Language Education
This article explores the fit between orthodox ideas about intercultural language education and situations of acute insecurity. It describes the teaching of Turkish to Greek-Cypriots, introduced in 2003 by the Republic of Cyprus as part of a de-securitization policy. Although these classes were optional, many students regarded Turks as enemies, and after documenting hostility itself as one motive for learning Turkish, we describe three teaching s…
Troubling translanguaging: Language ideologies, superdiversity and interethnic conflict
This paper looks at how histories of conflict and ideologies of language as a bounded entity mapped onto a homogeneous nation impact on attempts of translanguaging in the classroom in the conflict-affected context of Greek-Cypriot education. Drawing on ethnographic data from a highly diverse primary school, this study examines how nationalist understandings of language and belonging affect the ways in which a group of Turkish-speaking students of…
Peace Education in a Conflict-Affected Society: An Ethnographic Journey
Peace education initiatives have been subject to heated public debate and so far the complexities involved have not been fully understood. This multilayered analysis examines how teachers negotiate ideological, pedagogical and emotional challenges in their attempts to enact a peace education policy. Focusing primarily on the case study of conflict-affected Cyprus, Michalinos Zembylas, Constadina Charalambous and Panayiota Charalambous situate the…
Breaking classroom silences: A view from linguistic ethnography
This paper addresses potentially problematic classroom episodes in which someone foregrounds a social division that is normally taken for granted. It illustrates the way in which linguistic ethnography can unpack the layered processes that collide in the breaking of silence, showing how linguistic form and practice, individual positioning, local institutional history and national education policy development all count, and it discusses the value …
Toward a Critical Hermeneutical Approach in Human Rights Education: Transformative Possibilities and the Challenges of Implementation
The present paper examines the implementation of a particular human rights education approach—known as “critical hermeneutical” approach—in the context of two Greek-Cypriot classrooms. The study investigates whether and how an intervention grounded in this approach offers transformative possibilities to students and what kind of challenges it may pose for teachers who implement it. The implications for teacher training and teacher education are d…
Security and Language Policy
This chapter draws critical security studies into the investigation of language policy for two reasons. First, it provides informative commentary on how the concept of security is being reconfigured, with developments in digital technology, large-scale population movements, and the privatisation of public services. Second, it is increasingly attentive to how geopolitics permeates the everyday. Accordingly, critical security studies can generate c…
Crossing of a different kind
This study of language crossing moves away from the scenes of multi-ethnic heteroglossia that have dominated the research, and turns instead to a setting affected by major conflict where the language of the traditional enemy has been introduced to secondary schools as part of a reconciliation initiative. This generates a radically different view of crossing and the environment in which it emerges: schooling counts more than popular culture; inter…
Teacher Training for ‘Augmented Reading’: The Living Book Approach and Initial Results
Living Book—Augmenting Reading for Life, a three-year EU-funded Erasmus + project (September 2016–August 2019), exploited the affordances of augmented reality (AR) and other emerging technologies in order to address the underachievement of European youth in reading skills. The program developed an innovative approach that empowers teachers from upper primary and lower secondary schools (ages 9–15) to ‘augment’ students’ reading experiences throug…
Reconciliation pedagogies and critical ambivalence in teacher professional development: Insights from a case study in Cyprus
This paper draws on ethnographic data from a project on peace education and reconciliation pedagogies in the conflict-affected context of Cyprus. Following a primary school teacher over the period of eight months in peace education workshops and in her classroom before and after the workshops, we trace critical moments that seem to have an impact on teacher’s thoughts and emotions in relation to conflict and reconciliation. Analysing extracts of …
Sociolinguistics and everyday (in)securitization
ThisJournal of Sociolinguisticsdialogue starts from the perception that existential threats to national security have become an increasingly pervasive concern in daily life, spreading fear and suspicion through civil society. Communicative practices play a central role in these processes of (in)securitization, but sociolinguists appear to have paid them less attention than they deserve. So in what follows, six researchers discuss the significance…
Closing questions
Security, Ethnography and Discourse: Transdisciplinary Encounters
International relations, sociolinguistics and the ‘everyday’: A linguistic ethnography of peace-building through language education
Focusing on the role that language and language education can play in peace-building, this paper examines everyday practice through the lens of linguistic ethnography. It investigates Greek Cypriot teenagers learning Turkish, the language of the (former) enemy, and it asks: how were the Turkish language’s associations with violent conflict handled in the practices and institutional organisation of schooling, and how far and in what ways can we sa…
Teachers’ understandings of indoctrination as ‘affective’: Empirical evidence from conflict-affected Cyprus
This paper examines teachers' understandings of affective indoctrination in a conflict-affected society, focusing on how teachers' political orientations are entangled with these understandings. The exploration is conducted through a qualitative study of Greek-Cypriot primary and secondary school teachers who are identified as either conservative or progressive. The findings highlight that regardless of political orientation, teachers interpret t…
Navigating liminality: Young People’s Political Socialization in a Conflict-Affected Context
This paper focuses on political socialization in a conflict-affected context and looks at how young Greek-Cypriot learners of Turkish debated political positionings and engaged with political and conflict ideologies usually seen as part of the adult world. It draws on data from two linguistic ethnographic projects (2006–2009; 2012–2015) that analysed classroom observations and recordings of controversial Turkish-as-Foreign-Language (MFL) lessons …
Teachers’ understandings of affective nationalism in a conflict-affected society: Pedagogical and political implications
The purpose of this paper is to explore how teachers understand the role of affects and emotions in manifestations of the nation and nationalism in schools. In particular, the paper examines how teachers' political orientations – conservative or progressive – are entangled with their understandings of 'affective nationalism.' To do so, the authors use data from an exploratory qualitative study with 21 Greek-Cypriot primary and secondary school te…
Humanitarianism, victimisation, and bordering processes: Debating the Refugee Experience in the Classroom
Set in the peak of the so-called "European Migrant Crisis" and situated in the conflict-affected Cypriot context, this article examines Greek-Cypriot High School students' representations of Syrian refugees as they were debated in classroom discussion. Drawing on ethnographic research that took place in 2016 in a Lower Secondary School in Cyprus, we analyse the interactional dynamics through which 'bordering' processes took place, showing how dif…
Sociology (25 works) · Political science (20 works) · Pedagogy (19 works) · Cyprus History, Politics, Society (18 works) · Educator Training and Historical Pedagogy (13 works) · Law (13 works) · Politics (12 works) · Psychology (12 works) · Linguistics (10 works) · Peacebuilding and International Security (9 works)