Vrasidas, C. (2010). Why Don't Teachers Adopt Technology? A Survey of Teachers' Use of ICT in the Republic of Cyprus. Elearning Magazine. Available online http://www.elearnmag.org/subpage.cfm?section=case_studies&article=46-1.

Zembylas, M. (2010). Transnationalism, migration and emotions: Implications for education. Globalisation, Societies and Education.

Zembylas, M. (in press). Investigating the emotional geographies of exclusion in a multicultural school. Emotion, Space and Society (Special Issue).

Christou, O., Zembylas, M & Themistokleous, S. (2010). 2010 Cyprus National Report. European Social Watch Report (in press) Available online: http://www.socialwatch.eu/wcm/home.html

Zembylas, M., Michaelidou, A., & Afantitou-Lambrianou, T. (2010). Greek-Cypriot adolescent attitudes towards immigrants and ‘enemy-others’ in the context of an ethnic conflict. Mediterranean Journal of Educational Studies.

Vrasidas, C et al. (2010). Teacher Use of ICT: Challenges and Opportunities. Proceedings of the Networked Learning Conference in Denmark.

Zembylas, M. (2010). Greek-Cypriot teachers’ constructions of Turkish-speaking children’s identities: critical race theory and education in a conflict-ridden society. Ethnic and Racial Studies, 33(8), 1372-1391.

Vrasidas, C., Themistokleous, S. & Zembylas, M. 2010. Cyprus National Strategic Plan for Sustainable Development 2011-2015: An opportunity for a “social turn”. International Social Watch Report 2010

Zembylas, M. (2010). Critical discourse analysis of educational policy of multiculturalism and intercultural education policy in the Republic of Cyprus. The Cyprus Review, 22(1), 39-59.

Zembylas, M. (2010). Racialization/ethnicization of school emotional spaces: The politics of resentment. Race Ethnicity & Education, 13(2), 253-270.

Bekerman, Z., & Zembylas. M. (2010). Fearful symmetry: Palestinian and Jewish teachers confront contested narratives in integrated bilingual education. Teaching and Teacher Education, 26, 507-515.

Zembylas, M., & Iasonos, S. (2010). Leadership styles and multicultural education approaches: An exploration of their relationship. International Journal of Leadership in Education, 13(2), 163-183.

Hattam, R. & Zembylas, M. (2010). What’s anger got to do with it? Towards a post-indignation pedagogy for communities in conflict. Social Identities, 16(1), 23-40.

Zembylas, M. (2010). Review of “Addressing ethnic conflict through peace education: international perspectives” (Zvi Bekerman and Claire McGlynn, 2007, Palgrave Macmillan, 267 pages). Journal of Peace Education, 7(1), 111-112.

Zembylas, M., Bekerman, Z., Haj-Yahia, M., & Schaade, N. (2010). The politics of mourning in Cyprus and Israel: Educational implications. Compare, 40(5), 561-574.

Bekerman, Z., & Zembylas, M. (in press). Victims and perpetrators, memory and forgetting: In search of pedagogical openings to the paralyzing effects of victim-perpetrator narratives. Journal of Curriculum Studies.

Bekerman, Z., & Zembylas, M. (in press). The emotional complexities of teaching conflictual historical narratives: The case of integrated Palestinian-Jewish schools in Israel. Teachers College Record, 113(5).

Zembylas, M. (2010). The emotional aspects of leadership for social justice: Implications for leadership preparation programs. Journal of Educational Administration.

Zembylas, M. (2010). Children’s construction and experience of racism and nationalism in Greek-Cypriot primary schools. Childhood.

Zembylas, M. (2010). Negotiating co-existence in divided societies: Teachers’ and students’ perspectives at a shared school in Cyprus. Research Papers in Education.

Zembylas, M. (2010). Agamben’s theory of biopower and immigrants/refugees/asylum seekers: Discourses of citizenship and the implications for curriculum theorizing. Journal of Curriculum Theorizing.

Zembylas, M. (2010). Pedagogic struggles to enhance inclusion and reconciliation in a divided community. Ethnography and Education.

Zembylas, M.., Kendeou, P., & Michaelidou, A. (in press). Ambivalence towards reconciliation and the emotional readiness of Greek-Cypriot teachers to promote peaceful coexistence. European Journal of Education.

Zembylas, M. (2010). Teachers’ emotional experiences of growing diversity and multiculturalism in schools: A case study of ambivalent economies of affect and the prospects of an ethic of discomfort. Teaching and Teachers: Theory and Practice.

Zembylas, M. & Michaelidou, A. (2010). Teachers’ Understandings of Forgiveness in a Troubled Society: An Empirical Exploration and Implications for Forgiveness Pedagogies. Pedagogies.

Zembylas, M. (2010). The ethic of care in globalized societies: Implications for citizenship education. Ethics and Education.

Zembylas, M., Michaelidou, A., & Afantitou-Lambrianou, T. (2010). Greek-Cypriot adolescent attitudes towards immigrants and ‘enemy-others’ in the context of an ethnic conflict. Mediterranean Journal of Educational Studies.

Zembylas, M., Charalambous, C., Charalambous, P., & Kendeou, P. Promoting peaceful coexistence in conflict-ridden Cyprus: Teachers’ difficulties and emotions towards a new policy initiative. (in press). Teaching & Teacher Education.

Zembylas, M. & McGlynn, C. Discomforting pedagogies: Emotional tensions, ethical dilemmas and transformative possibilities. (accepted). British Educational Research Journal.