Dr. Constadina Charalambous

School : School of Humanities, Social and Education Sciences
Position : Assistant Professor, Language Education & Literacy

Dr. Constadina Charalambous Mailing Address
Nicosia
Cyprus

22713214 22713214

Email: Co.Charalambous@euc.ac.cy Co.Charalambous@euc.ac.cy

Profile

Constadina Charalambous is an Assistant Professor of Language Education & Literacy at the European University of Cyprus. She holds a PhD in Sociolinguistics & Education (King’s College, 2009), MA in Language, Ethnicity & Education (King’s College, 2005, Distinction) and BA in Greek Language & Literature (Aristotle University of Thessaloniki). She has worked as a research fellow at the Open University of Cyprus (2009-2011) on intercultural education and peace pedagogies and has been involved in a series of teacher training workshops. Working with the methodological apparatus of interactional sociolinguistics & linguistic ethnography/anthropology, her main research interests evolve around language education, bilingualism, language policy and the potential contribution of language learning to peace education and social cohesion. She has coordinated of a 3-year research project “Crossing Languages and Borders: intercultural language education in a conflict-troubled context”, in collaboration with King’s College London (2012-2016, funded by the Leverhulme Trust) and she is currently involved in two Erasmus+ projects (2016-2019). She has recently published a co-authored monograph at CUP. 

Publications

Monographs

Zembylas, M., Charalambous, C., & Charalambous, P. (2016). Peace Education in a Conflict-Affected Society: An Ethnographic Journey. Cambridge: Cambridge University Press

 

Selected Refereed Publications

  1. Charalambous P., Charalambous, C. and Rampton, B. (at press) "Desecuritizing Turkish: teaching the language of a former enemy and intercultural language education. Applied Linguistics – ahead of print doi:10.1093/applin/amv063
  2. Charalambous, C., Zembylas, M. & Charalambous P. (2016). Diversity and conflict: Negotiating linguistic, ethnic and emotional boundaries in literacy classrooms. Linguistics & Education, 35, 50-62
  3. Charalambous, P., Charalambous, C., & Zembylas, M. (2016). Troubling translanguaging: language ideologies, superdiversity and interethnic conflict. Applied Linguistics Review7(3), 327-352.
  4. Rampton, B., & Charalambous, C. (2016). Breaking classroom silences: a view from linguistic ethnography. Language and Intercultural Communication16(1), 4-21.
  5. 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. 
  6. 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
  7. 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, 1-21.
  8. Zembylas, M., Charalambous, C., & Charalambous, P. (2014). The schooling of emotion and memory: Analyzing emotional styles in the context of a teacher's pedagogical practices. Teaching and Teacher Education, 44, 69-80. DOI: 10.1016/j.tate.2014.08.001
  9. Charalambous P., Charalambous, C. & Zembylas, M. (2014). Old and new policies in dialogue: Greek-Cypriot teachers’ interpretations of a peace-related initiative through existing policy discourses, British Education Research Journal, 40 (1), 79-101. DOI: 10.1002/berj.3030
  10. Charalambous, C. (2013). The Burden of Emotions in Language Teaching: renegotiating a troubled past in the language classroom. Language and Intercultural communication Journal, 13 (3), 310-220, DOI: 10.1080/14708477.2013.804535
  11. Charalambous, C., Zembylas, M., Charalambous, P. (2013). Doing ‘Leftist propaganda’ or working towards peace? Moving Greek-Cypriot peace education struggles beyond local political complexities. Journal of Peace Education, 10 (1):  67-87.
  12. Charalambous, C. (2012). “‘Republica de Kubros’: transgression and collusion in Greek-Cypriot adolescents’ classroom ‘silly-talk’”. Linguistics and Education 23, 334-349
  13. Zembylas, M., Charalambous, P., Charalambous, C. (2012). Manifestations of Greek-Cypriot Teachers' Discomfort Towards a Peace Education Initiative: Engaging With Discomfort Pedagogically. Teaching and Teacher Education, 28 (8), 1071-1082.

 

Selected book chapters 

  1. Karrebaek, M. & Charalambous, C. (forthcoming) Superdiversity and linguistic ethnography: methodological perspectives on people and discourses in motion. In Blackledge, A. & Creese, A. The Routledge Handbook of Language and Superdiversity
  2. Charalambous,C., Charalambous, P., Khan, K. & Rampton, B. (forthcoming 2017) 'Security and language policy'. To appear in J. Tollefson & M. Pérez-Milans. The Oxford Handbook of Language Policy and Planning. Oxford: Oxford University Press.
  3. Charalambous, P., C. Charalambous, & B. Rampton (forthcoming) “Navigating precarious territory: Teaching Turkish in Greek-Cypriot classrooms”. In S. Coffey & U. Wingate (eds) New Directions for Language Learning in the 21st Century. London: Routledge
  4. Charalambous, C. (2014). 'Whether you see them as friends or enemies you need to know their language': Turkish-language learning in a Greek Cypriot school. In V. Lytra (ed.) “When Greeks and Turks Meet: Interdisciplinary perspectives on the relationship since 1923” (pp. 141-162). London: Ashgate
  5. Χαραλάμπους, Κ. (2013). Γλώσσα και διαπολιτισμική επικοινωνία: Ζητήματα, προκλήσεις και προοπτικές. Στο Π. Αγγελίδης & Χ. Χατζησωτηρίου, Διαπολιτισμικός διάλογος στην εκπαίδευση: Θεωρητικές προσεγγίσεις, πολιτικές πεποιθήσεις και παιδαγωγικές πρακτικές. Αθήνα: Διάδραση
  6. Zembylas, M., Charalambous, C., Charalambous, P., & Kendeou, P. (2013) Researching an initiative on peaceful coexistence in Greek-Cypriot schools: A mixed-methods study on teachers’ perceptions and emotions. In D. Brook Napier, & S. Majhanovich, (Eds.), Education, dominance and identity Vol. III. (pp.177-198). Rotterdam, The Netherlands: Sense Publishers
  7. Charalambous, C. (2012). Learning the language of 'The Other' in conflict-ridden Cyprus: exploring barriers and possibilities. In H.A. Footitt, & M. Kelly. Languages and the Military: Alliances, Occupation and Peace Building (Palgrave Studies in Languages at War). London: Palgrave
  8. Rampton, B. & Charalambous, C. (2012). “Crossing”, in Martin-Jones, M., Blackledge, A., and Creese, A. (eds.) Handbook of Multilingualism (pp. 482-498), London: Routledge. (an earlier version of this paper can be found here.
  9. Charalambous. C. & Rampton, B. (2011). “Other-language learning and intercultural communication in contexts of conflict”, in J. Jackson. The Routledge Handbook  of Language and Intercultural Communication (pp.195-210), London: Routledge (an earlier version of this paper can be found here.
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Conferences

Selected Refereed International Conference Presentations

  • Charalambous, C. Charalambous, P., Rampton B. (2016). “Troubled-heritage” in language education in a conflict-affected context”. Paper presented at a panel on “Securitisation and language learning in contemporary Europe” (organised by Rob Moore, UPenn) at the International Conference “Europe in Discourse”, Athens, Sept. 2016
  • Charalambous, C. Charalambous, P., Rampton B. (2016). Politically charged identities: insights from a superdiverse setting in Cyprus. Paper presented at a panel on “Teaching and Learning in Politically Charged Classrooms” (chaired by Judy Pace, Univ.of San Francisco) at the AERA International Conference: "Public Scholarship to Educate Diverse Democracies". Washington DC, April 2016
  • Charalambous, C., Charalambous, P., Rampton, B. (2015). ‘Desecuritizing Turkish: intercultural education and a legacy of conflict’ in the conference SSEES100 The politics of teaching and learning languages, UCL September. 2015
  • Charalambous, C. Zembylas, M. Charalambous, P. (2015) “Superdiversity and conflict dichotomies in a Greek-Cypriot literacy classroom”. At the AERA International Conference:Toward Justice: Culture, Language, and Heritage in Education Research and Praxis, Chicago, U.S.A., April 2015
  • Charalambous, C., Charalambous, P. & Rampton, B. (2014). “De-securitizing Turkish: Strategies for teaching Turkish in Greek-Cypriot secondary schools” at the 5th International Conference in Explorations in Ethnography Language and Communication, University of Manchester, September 2014.
  • Zembylas, M., Charalambous, C., Charalambous, P. (2014). “The schooling of emotion and memory: analysing the emotional styles of a teacher’s pedagogical practices’. Presented at the  XVIII ISA World Congress of Sociology, Yokohama, Japan. July, 2014.
  • Charalambous, P., Charalambous, C. & Zembylas, M. (2014). “Diffractions of Turkishness in a superdiverse Greek-Cypriot classroom”. Paper presented at the International Conference on Superdiversity: Theory Method and Practice. IRIS Institute of Research into Superdiversity, University of Birmingham, UK. June 2014.
  • Charalambous, C., Charalambous, P. Zembylas, M. (2014) ”’Children who are we?’ Negotiating conflict narratives and superdiversity in a Greek-Cypriot literacy classroom”. Paper presented at the International Conference on Superdiversity: Theory Method and Practice. IRIS Institute of Research into Superdiversity, University of Birmingham, UK. June 2014.