Cuneen, N. (2021). Reconnaissance et éducation identitaire. Compétences identitaires et gouvernance scolaire. Peter Lang. Read
How can schools help students develop a positive relationship with themselves that remains open to change? Beginning with a critical examination of recognition theory, this book develops the concept of identity skills and investigates the attentional conditions that allow these skills to support autonomy. It connects classroom pedagogy with teachers’ professional well-being, attentional autonomy, and legitimate authority. Published in French.
Cuneen, N. (2026). Building resonance axes in a time of alienation. Ethics and Education, 21(3), 371–382. Read
Cuneen, N. (2025). Resonance as a conceptual lever for transforming educational practices and institutions. Constellations. First published online 9 April 2025. Read
Cuneen, N. (2022). L’évolution de la question éducative chez Fichte : de la posture pédagogique à la gouvernance scolaire. Penser l’éducation, 50, 35–46. Read
Cuneen, N. (2021). Essentialist beliefs and school governance. Educational Philosophy and Theory, 53(4), 338–349. Read
Cuneen, N. (2016). L’actualité de la politique fichtéenne de l’éducation. AUC Interpretationes, 6(1–2), 154–180. Read
Cuneen, N. (2019). The skills of perspective taking. Les Carnets du Centre de Philosophie du Droit, no. 175. Read
Cuneen, N. (2021). Rigidez identitaria. In J. Pizzi & M. S. Cenci (Eds.), Glosario de patologías sociales (pp. 212–229). Editora UFPel. Read
Cuneen, N. (2020). Review of Reflexive Governance for Research and Innovative Knowledge, by Marc Maesschalck. Utopía y Praxis Latinoamericana, 25(88), 151–153. Read
Cuneen, N. (2017). Review of Donner, reconnaître, dominer. Trois modèles en philosophie sociale, edited by Louis Carré and Alain Loute. Revue philosophique de Louvain, 115(4), 703–706. Read