Constadina Charalambous

Selected publications

  • Charalambous, C. (2023). Navigating liminality: young people’s political socialization in a conflict-affected context. International Journal of the Sociology of Language, 2023(279), 131-154.
  • Charalambous, C., Zembylas, M., & Charalambous, P. (2020). Reconciliation pedagogies and critical ambivalence in teacher professional development: insights from a case study in Cyprus. Journal of Peace Education, 208-233.
  • Charalambous, C. (2019). Language Education And ‘Conflicted Heritage’: Implications for Teaching And Learning. Modern Language Journal, 103 (4). 874–891
  • Charalambous, C., Charalambous, P., & Rampton, B. (2022). A linguistic ethnography of peace-building through language education in Cyprus. In E. Mc Cluskey & C. Charalambous (eds) Security, Ethnography and Discourse: Transdisciplinary Encounters. London: Routledge. 52-77.
  • Charalambous C. & Rampton B. (2020). Language learning, identity, and intercultural communication in contexts of conflict and insecurity. In J. Jackson (ed) Routledge Handbook of Intercultural Communication. London: Routledge. 249-266.
  • Meletiou-Mavrotheris, M., Charalambous, C., & Mavrou, K. (2020). Augmented Reading Through Emerging Technologies: The Living Book Approach to Teachers’ Professional Development. In Shengquan Yu, A. Mohamed, & A. Tsinakos (Eds) Emerging Technologies and Pedagogies in the Curriculum (pp. 297-313). Springer, Singapore.
  • Charalambous, C., Charalambous, P., Zembylas, M., & Theodorou, E. (2020). Translanguaging,(In) Security and Social Justice Education. In Panagiotopoulou, J. A., Rosen, L., & Strzykala, J. (Eds) Inclusion, Education and Translanguaging (pp. 105-123). Springer VS, Wiesbaden.
  • Charalambous, C., Zembylas, M. & Charalambous P. (2016). Diversity and conflict: Negotiating linguistic, ethnic and emotional boundaries in literacy classrooms. Linguistics & Education, 35, 50-62.
  • Charalambous, P., Charalambous, C., & Zembylas, M. (2016). Troubling translanguaging: language ideologies, superdiversity and interethnic conflict. Applied Linguistics Review, 7(3), 327-352.
  • Rampton, B., & Charalambous, C. (2016). Breaking classroom silences: a view from linguistic ethnography. Language and Intercultural Communication, 16(1), 4-21.
  • Zembylas, M., Charalambous, P., Charalambous, C., & Lesta, S. (2016). Human rights and the ethno—Nationalist problematic through the eyes of Greek-Cypriot teachers. Education, Citizenship and Social Justice, 11 (1), 19-33.
  • Zembylas, M., Charalambous, P., Charalambous, C., & Lesta, S. (2016). Toward a critical hermeneutical approach of human rights education: universal ideals, contextual realities and teachers’ difficulties. Journal of Curriculum Studies, 1-21. DOI:10.1080/00220272.2016.1188156
  • Zembylas, M., Charalambous, C., & Charalambous, P. (2016). Teachers’ pedagogical perspectives and teaching practices on human rights in Cyprus: an empirical exploration and implications for human rights education. Pedagogies: An International Journal, 1.