Edited Special Issues
Charles, M. and Eiland, H (eds.). Dossier: Walter Benjamin and Education. boundary 2 45 (2), May 2018.
Bojesen, E., Charles M., O’Donnell, A. and Petrovic, J. (eds.). Special Issue: Education, in Spite of It All. Studies in Philosophy and Education 37 (1), February 2018.
The Educational Grotesque
Forthcoming with Allen, A. and Bojesen, E. (imprint eds.), Punctum Books: Risking Education Imprint.
Charles, M. 2019. Modernism Between Benjamin and Goethe. London: Bloomsbury.
Charles, M. 2018. Erziehung: The Critical Theory of Education and Counter-Education. SAGE Handbook of Frankfurt School Critical Theory. Volume 2, Chapter 59, pp.988-1005.
Charles, M. 2013. Walter Benjamin and the Inhumanities: Towards a Pedagogical Anti-Nietzscheanism. In Pedagogies of Disaster. Brooklyn, New York. Punctum Books, pp. 331-341.
– cited in Mourenza, D. 2015. On Some Posthuman Motifs in Walter Benjamin: Mickey Mouse, Barbarism and Technological Innervation. Cinema 7: 28-47.
Secret Signals from Another World: Walter Benjamin’s Concept of Innervation
Charles, M. Secret Signals from Another World: Walter Benjamin’s Concept of Innervation. New German Critique, 45.3, Issue 135, November 2018.
– cited in Sajad, S., Milad, S. and Alireza S. 2019. Child’ s perception in Walter Benjamin’ s reflections and its representation in The Runner (1984). Tafakkor va Kudak (Thinking and Children 10 (1): 125-148.
Pedagogy as “Cryptic Politics”: Benjamin, Nietzsche, and the End of Education
Charles, M. Pedagogy as “Cryptic Politics”: Benjamin, Nietzsche, and the End of Education. boundary 2 45 (2), May 2018.
Teaching, In Spite of Excellence: Recovering a Practice of Teaching-led Research
Charles, M. Teaching, In Spite of Excellence: Recovering a Practice of Teaching-led Research. Studies in Philosophy and Education 37 (1)
– cited in Kinchin, I. M. 2021. Towards a Pedagogically Healthy University: The Essential Foundation for Excellence in Student-Staff Partnerships. In Heron, M., Barnett, L. and Balloo, K. (eds.), Exploring Disciplinary Teaching Excellence in Higher Education. Cham, Switzerland: Palgrave Macmillan.
– cited in Lötter H. 2021. Empowerment for Teaching Excellence Through Virtuous Agency. Cham, Switzerland: Springer.
– cited in MacAulay, D., Mellon, M. J. and Nord, W. R. 2020. Reorienting business education through the lens of Ernest Boyer. American Journal of Business., ahead-of-print.
– cited in Morrish, L. and Sauntson, H. 2020. Academic Irregularities: Language and Neoliberalism in Higher Education. New York and Abingdon, Oxon: Routledge.
– cited in Weller, S. 2019. Academic Practice: Developing as a Professional in Higher Education. London: Sage.
– cited in Loy, J. and Novak, J. I. 2019. The Future of Product Design Education Industry 4.0. In Raman, A. and Rathakrishnan, M. (eds.), Redesigning Higher Education Initiatives for Industry 4.0. Hersehy, PA., IGI Global: 164-182.
– cited in Kinchin, I., Heron, M., Hosein, A., Lygo-Baker, S., Medland, E., Morley, D. and Winstone, N. 2018. Researcher-led academic development. International Journal for Academic Development, 23 (4): 339-354
– cited in Thorogood, J., Azuma, F., Collins, C., Plyushteva, A. and Marie J. 2018. Changemakers and change agents: encouraging students as researchers through Changemaker’s programmes. Journal of Geography in Higher Education, 42 (4): 540-556.
– cited in Tilak, J. B. G. 2018. On Planning University Development: Shibboleths versus Stylized Facts? Social Change,48 (1), 131-52.
– cited in Pratt, D. E. 2017. A Narrative Case Study Examining the Influences of Peer-led Team Learning on Student Critical Thinking Skill Acquisition and Deeper Process Content Knowledge in a Midsize Texas University Humanities and Social Sciences Program. PhD Thesis, University of New Orleans.
– cited in Wood, P. 2017. From Teaching Excellence to Emergent Pedagogies: A Complex Process Alternative to Understanding the Role of Teaching in Higher Education. In French, A. and O’Leary, M. (eds), Teaching Excellence in Higher Education: Challenges, Changes and the Teaching Excellence Framework. Bingley, Emerald Publishing: 39-74.
– cited in Kinchin, I. M. 2017. Pedagogic frailty: A concept analysis. Knowledge Management & E-Learning, 9(3), 295–310.
Towards a Critique of Educative Violence: Walter Benjamin and ‘Second Education’
Charles, M. Towards a Critique of Educative Violence: Walter Benjamin and ‘Second Education.’ Pedagogy, Culture and Society 24 (4)
– cited in Korsgaard, M. T. 2018. Diving for Pearls. Thoughts on Pedagogical Theory and Practice. Journal of Philosophy of Education, published online: 18 Dec 2018.
– cited in Lewis, T. E. 2017. Walter Benjamin’s radio pedagogy. Thesis Eleven,Vol. 142, Issue 1.
– cited in Snyder, J. R. 2017. Strokes of Wit: Theorizing Beauty in Baroque Italy. In Kottman, P. A. (ed.), The Insistence of Art: Aesthetic Philosophy after Early Modernity. Fordham University Press.
– cited in Sieber, J. and Truskolaski, S. 2017. The Task of the Philosopher. Anthropology and Materialism: A Journal of Social Research: Special Issue I.
– cited in Minkyu, S. 2015. The Biopolitic of North Korea: Political Crisis, the Body, and Visual Power. Seoul Journal of Korean Studies 28, no. 2 (December 2015): 231-255.
– cited in Bjork, U. 2015. The Monument Inside: Freud, Benjamin, and Interminable Grief. In Monument and Memory: 4th Nordic Conference in Philosophy of Religion. Zurich & Berlin, Lit Verlag: 101-114.
– cited in Reyes-Peschl, R. 2015.”Aggravation” and “Recompense”: Dialectics, Terrorism and Literature in BS Johnson’s Christie Malry’s Own Double-Entry. The B. S. Johnson Journal: 41-70.
– cited in Greely, R. A., 2015. The Color of Experience: Postwar Chromatic Abstraction in Venezuela and Brazil. October 152, Spring 2015: 53–59.
– cited in Rokem, F. 2015. Bertolt Brecht’s Die Ausnahme und die Regel (The Exception and the Rule). Theatre Topics 25 (1): 57-66.
– cited in Williams, A. R. 2014. Architects of Impurity: A Study of the Political Imagination in Contemporary Fantastic Fiction. PhD Thesis. University of Warwick.
– cited in Donougho, M. Benjamin. The Routledge Companion to Aesthetics. Third Edition. London and New York, Routledge.
– cited in Apter, E. 2013. Against World Literature: On the Politics of Untranslatability. London & New York, Verso.
On the conservatism of post-Jungian criticism: competing concepts of the symbol in Freud, Jung and Walter Benjamin
Charles, M. On the conservatism of post-Jungian criticism: competing concepts of the symbol in Freud, Jung and Walter Benjamin. International Journal of Jungian Studies 5 (2).
– cited in Reynolds, T. N. 2018. Starving sons and hungry daughters: A post-Jungian analysis of fatherhood in contemporary cinema. PhD Thesis: University of East Anglia.
– cited in Parra, J. Rotermundt-de la. 2015. Journeys of the Body, Journeys of the Mind: Ectypal and Archetypal Studies of Cervantes’ The Trials of Persiles and Sigismunda. PhD Thesis: Queen’s University, Canada .
– cited in Hacioglu, Y. 2014. Modernist Experiments and the British Empire: radical aesthetics in fictional writing and their relationship to ideologies of identity within the Empire. Groundings Ancient (2): 31-43.
Lines in class The ongoing attack on mass education in England
Charles, M. 2012. Lines in class The ongoing attack on mass education in England. Radical Philosophy 176.
– cited in Dean, K. 2016. Computers and the Alienation of Thinking: From Deep Blue to the Googlemobile. Changing our Environment, Changing Ourselves: Nature, Labour, Knowledge and Alienation. Palgrave Macmillan: 215-256.
– cited in Joy, S. 2014. University Policing across borders: Line of Duty and the politics of national identity. Journal of Popular Television 2 (2): 155-172.
– cited in Dean, K. 2014. Citizenship and the Art of Thinking: A Marxian-Aristotelian Linguistic Account. Routledge, London.
Charles, M. 2012. Faust on film: Walter Benjamin and the cinematic ontology of Goethe’s Faust 2 Radical Philosophy 172.
Charles, M. 2011. Philosophy for Children. Radical Philosophy 170.
– cited in Lancaster-Thomas, a. 2017. How effective is Philosophy for Children in contributing to the affective engagement of pupils in the context of secondary Religious Education? Journal of Philosophy in Schools 4(1): 102-122.
From fiasco to carnival: the end of philosophy at Middlesex?
Charles, M. and Osborne, P. 2010. From fiasco to carnival: the end of philosophy at Middlesex? Radical Philosophy 162.
– cited in Miles, M. 2011. Art, Theory and Education After the Crash. Intersections: Practices of Curating, Educating and Theory. AICA-Armenia: 18-32.
– cited in Alliez, E and Osborne, P. 2014. “Purely financial” Question de philosophie. Derrière les grilles: Sortons du tout-évaluation.
Charles, M. 2010. Imaginative Mislocation: Hiroshima’s Genbaku Dome, Ground Zero of the Twentieth Century. Radical Philosophy 162.
– cited in Akay, E. 2016. Zitlarin Bulusmasi: Tedirgin Edici Miras ve Ustun Evrensel Deger. Mimar.ist. May 5th 2016: 49-56.
– cited in Tester, K. 2015. Hiroshima: Remembering and forgetting, everything and nothing. Thesis 11 129 (10): 27-39.
Utopia and its Discontents: Dreams of Catastrophe and the End of ‘the End of History’
Charles, M. 2010. Utopia and its Discontents: Dreams of Catastrophe and the End of ‘the End of History’. Studies in Social and Political Thought 18.
(revised version presented as ‘The Future is History: Dreams of Catastrophe in Ernst Bloch and Walter Benjamin’ No Future conference, Institute of Advanced Studies, Durham University, 25-27 March 2011)
– cited in Stainford, E. M. C. 2016. Defining the Problem of Tomorrow’s Memory: The Time of Cultural Heritage in the Digital Age. PhD Thesis. University of Leeds, UK.
– cited in Moir, C. 2016. Utopia, Heimat and the Materialist Concept of History. Anthropology and Materialism: A Journal of Social Research 3.
– cited in Synenko, J. 2015. After Collective Memory: Postnational Europe and Socially Engaged Art. PhD Thesis. York University, Canada.
– cited in Guneri, G. D. 2014. A New Conceptual Framework for Architectual Utopia(nism)s. PhD Thesis. Middle East Technical University.
– cited in Rawson, M. 2020. Spirituality and subjectivity in Waldorf (Steiner) education: a postmodern Bildung perspective. International Journal of Children’s Spirituality.
– cited in Nuttall, J. and McEvoy, J. G. 2019. Theological-relational pedagogy: Winnicott, Rahner, and the development of a theological perspective on relational pedagogy. Journal of Curriculum Studies.
– cited in Terhart, E. 2018. Neo-Existentialism as a Theory of Classroom Teaching? An Extended Review of Gert Biesta’s Re(dis)covery of Teaching. Journal of Philosophy of Education.
Charles, M. 2014. Gemeinspruch. Radical Philosophy 183.
Charles, M. 2013. A is for Apocalypse. Radical Philosophy 186.
Charles, M. 2013. Modern Language Review 108 (4).
Charles, M. 2012. Of course… however. Radical Philosophy 172.
Charles, M. 2012. The Customs Man. Radical Philosophy 161.
Charles, M. 2011. Carry on campus. Radical Philosophy 166.
– cited in McGettigan, A. 2011. New Providers: The Creation of a Market in Higher Education. Radical Philosophy 167: 2-8.
Review of Samuel Weber’s Benjamin’s -abilities
Charles, M. 2009. Singularization (Again). Radical Philosophy 153.
Conference Report on The Idea of Communism
Charles, M. 2009. Celebrity come Communism. Radical Philosophy 155.
Speculative Experience and History: Walter Benjamin’s Goethean Kantianism
Charles, M. 2009. Speculative Experience and History: Walter Benjamin’s Goethean Kantianism. PhD Thesis, Centre for Research in Modern European Philosophy, Middlesex University.