Andrew Madjar has a background as a primary school teacher in New Zealand. He is currently a PhD candidate at the University of Auckland. He is on the PESA Executive Committee and is Editorial Administrator for ACCESS: Contemporary Issues in Education. His research interest is in using hermeneutic and phenomenological methodologies to elucidate the lived significance and lived meaning of classroom life. His current research explores moral uncertainty in the lives of teachers.
Andrew Swindell is a doctoral candidate in the Comparative and International Education program at the Graduate School of Education & Information Studies, UCLA (see his profile at The Conversation). His research interests include how to achieve quality education for all people in emergency settings how school choice policy in the United States affects access and equity. Before UCLA, he worked as a foreign aid practitioner in Liberia and a K-12 teacher in Thailand and Myanmar.
Bruce Haynes, FPESA, FPE, is retired after 34 years in teacher education and 50 years of PESA membership. He is founding member, a past president and fellow of PESA, and been always been active member. PESA honours him and Felicity by holding a named lecture at conference. His 2009 papers, in the Educational Philosophy and Theory special issue, Celebration of PESA 40 years, include Philosophy of Education Society of Australasia: The official record, and PESA and I: A long engagement, tells us a lot more about his own contribution.
Carl Mika is Associate Professor and Director of the Centre for Global Studies in Education at the University of Waikato, Aotearoa/New Zealand. His iwi affiliations are Tuhourangi and Ngati Whanaunga. With a background in law, indigenous studies and Māori studies, Carl has developed a knowledge base in Western philosophy (especially metaphysics, existentialism and phenomenology). His current research interests are the representation of philosophy as political act for indigenous peoples, and indigenous philosophical theorising generally. He co-convenes the PESA Indigenous Philosophy Group and is Associate Editor of Online Journal of World Philosophies.
Colin Lankshear is an independent educational researcher, writer, and teacher based in México and an adjunct professor at Mount Saint Vincent University (Canada). His research and writing mostly draw on a sociocultural approach to understanding literacy practices that are mediated by new technologies.
David W. Kupferman is an assistant professor of educational foundations at Minnesota State University, Moorhead, USA. He is currently writing about educational futures, science fiction, and neoliberalism. He also writes about science fiction and childhood, and has recently, with Andrew Gibbons, has edited Childhood, Science Fiction, and Pedagogy: Children Ex Machina (Springer). He is an associate editor for Policy Futures in Education, and has been chair of the American Educational Research Association (AERA), Foucault and Contemporary Theory in Education Special Interest Group (SIG).
David R. Cole is an Associate Professor in Education at Western Sydney University, Australia, and the founder of the Institute of Interdisciplinary Research into the Anthropocene. He researches in the inter-linked areas of globalisation, critical thinking, literacies, the philosophy of education, and the work of Gilles Deleuze.
Elizabeth Gresson (formerly Grierson) is an academic and lawyer with PhD in Education and Juris Doctor in Law. After ten years at AUT, Auckland, in 2005 she became Dean of Art at RMIT University Melbourne, retiring as Emeritus Professor in 2015. After marrying Nicholas L. Gresson in 2016, she changed her name from Grierson to Gresson. She now practices as a barrister at Vulcan Chambers, Auckland and a consultant in education focusing on critical perspectives in law, education and aesthetics.
Fazal Rizvi is Professor Emeriti at the University of Melbourne, and the University of Illinois at Urbana-Champaign. He has written extensively on issues of identity and culture in transnational contexts, globalization and education policy and Australia-Asia relations, including Globalizing Education Policy (with Bob Lingard, 2010), and Transnational Perspectives on Democracy, Citizenship, Human Rights and Peace Education (Bloomsbury 2019). Fazal is former Editor, Discourse: Studies in Cultural Politics of Education, past President of the Australian Association of Research in Education, and a Fellow of the Australian Academy of the Social Sciences.
George Yancy is Samuel Candler Dobbs Professor of Philosophy at Emory University. He is one of the leading US scholars on critical philosophy of race and critical whiteness studies. His PhD (Distinction) in philosophy is from Duquesne University. Yancy has authored, edited, and co-edited over 20 books. Some of his recent books are Black Bodies, White Gazes: The Continuing Significance of Race in America (Rowman & Littlefield, 2017), On Race: 34 Conversations in a Time of Crisis (Oxford University Press, 2017), and Backlash: What Happens When We Talk Honestly about Racism in America (Rowman & Littlefield, 2018). Yancy is known for his controversial and widely discussed interviews and articles published in The New York Times’ philosophy column, The Stone. Three of his books have won Choice Outstanding Academic Book Awards and he has twice won the American Philosophical Association Committee on Public Philosophy’s Op-Ed contest.
Georgina Tuari Stewart (ko Whakarārā te maunga, ko Matauri te moana, ko Te Tāpui te marae, ko Ngāpuhi-nui-tonu te iwi) is an Associate Professor in the School of Education, Auckland University of Technology, Auckland, Aotearoa/New Zealand. Researches topics in Māori education at the intersections between cultures, languages and knowledges using Kaupapa Māori philosophies and post-qualitative methodologies.
Gert Biesta is Professor of Public Education at the Centre for Public Education and Pedagogy, Maynooth University, Ireland, and Professorial Fellow in Educational Theory and Pedagogy at the Moray House School of Education and Sport, University of Edinburgh, UK.
Dr Guanglun Michael Mu is Senior Research Fellow in Queensland University of Technology. He is developing a sociology of resilience through his work with Chinese floating children and left-behind children in migration context; Chinese teachers in inclusive education context; and diverse student populations in Australia’s multicultural context. Michael’s work has been published into five books and numerous papers.
Henry A. Giroux is Professor of English and Cultural Studies at McMaster University, Canada. Henry is one of the founding theorists of critical pedagogy in the United States, and has written extensively on public pedagogy, cultural studies, youth studies, higher education, media studies, and critical theory, winning many awards. His interviews on neoliberalism appear in Thruthout. Henry is past co-Editor-in-chief of the Review of Education, Pedagogy and Cultural Studies. In 2002 Routledge named him as one of the top fifty educational thinkers of the modern period.
Jānis (John) Tālivaldis Ozoliņš, FHERDSA, FPESA, FACE, LZA HZN is Professor in the College of Philosophy and Theology at University of Notre Dame Australia, Visiting Professor, Faculty of History and Philosophy, University of Latvia, Honorary Fellow, Institute of Philosophy and Sociology, University of Latvia, Emeritus Professor of Philosophy at Australian Catholic University, and Adjunct Lecturer, Catholic Theological College, University of Divinity, Melbourne. His most recent book is Education and the Pursuit of Wisdom (Routledge, 2019)
Cong Lin (Jason) is a PhD candidate at the Unit of Social Contexts and Policies of Education, The University of Hong Kong. He is also a Fulbright Scholar at Harvard University. His research interests include philosophy of education, multiculturalism and multicultural education, identity, and citizenship and civic education.
Jennifer Bleazby is senior lecturer in the Faculty of Education, Monash University, Australia. Prior to taking up her position at Monash University, she worked as a philosophy, history, humanities and media studies teacher in both government and independent secondary schools. Her main areas of research are philosophy of education; philosophy for children; ethics and religion in schools; children’s rights; curriculum theory; feminist philosophy; and pragmatism, especially the philosophy of John Dewey.
Joff P. N. Bradley is Professor of English in the Faculty of Foreign Languages at Teikyo University in Tokyo, Japan and visiting professor at Jamia Millia Islamia University in New Delhi, India and visiting research fellow at Kyung Hee University is Seoul, South Korea.
Kevin Harris is Emeritus Professor at Macquarie University. He is enjoying retirement, but his father had it much better when he retired in 1970.
Liz Jackson is Professor of International Education at the Education University of Hong Kong and is PESA President. Liz is an editor for New Directions in the Philosophy of Education , Educational Philosophy and Theory: Editor’s Choice, and Deputy Editor for Educational Philosophy and Theory. She has written, Muslims and Islam In US Education: Reconsidering Multiculturalism; and Questioning Allegiance: Resituating Civic Education.
Luke Greeley is a PhD candidate in Educational Theory, Organization, and Policy at Rutgers Graduate School of Education. His research uses philosophy to study the intersections of education, economics, and the environment. Currently, his research focuses on consumer education and consumer movements in relation to larger democratic and economic trends.
Marek Tesar , Associate Professor and Associate Dean International at the University of Auckland, New Zealand, is a deputy editor of Educational Philosophy and Theory, and for Access: Contemporary Issues in Education, and a member of PESA Executive. His research is focused on philosophical methods, childhood studies and early childhood education, the construction of childhoods, notions of place/space, and methodological and philosophical thinking around ontologies and the ethics of researching these notions.
Marija Ott Franolić holds a PhD in literature and is affiliated to The Center for Advanced Studies of Southeastern Europe, Croatia (CAS-SEE). Her research focuses on the relationship between reading, empathy and critical thinking.
Marla is Professor of Curriculum, Foundations & Reading, in the College of Education, Statesboro Campus, Georgia Southern University, GA, USA. She studied philosophy at Tulane University, religious studies at Loyola University, New Orleans and Education at Louisiana State University. Her main interests are postmodern philosophy, psychoanalysis, curriculum studies and systematic theology. She has published papers on Martin Heidegger, Jacques Derrida, Michel Serres, Simone de Beauvoir, drawing extensively on the work of Gaston Bachelard and Donna Haraway. Marla has also worked in Holocaust studies, trauma studies, medical humanities and chaplaincy.
Michael A. Peters (FRSNZ) is a New Zealander and is currently Distinguished Professor at Beijing Normal University, and Emeritus Professor University of Illinois Urbana-Champaign. He has established and edited many journals and written prodigiously.
Michael W. Apple is Hui Yan Chair Distinguished Professor of Education, Beijing Normal University; John Bascom Professor of Curriculum and Instruction and Educational Policy Studies at the University of Wisconsin, Madison. He is one of the foremost educational theorists in the world and a public intellectual and activist-theorist who is deeply committed to empowerment and transformation of people through education. He has worked with governments, researchers, unions, political movements, and dissident groups around the world on building more critically democratic research, policies, and practices in education, making major contributions to the fields of cultural politics, curriculum theory and research, and critical teaching.
Nesta Devine is a Professor of Education at the Auckland University of Technology (AUT) New Zealand. Her work spans education policy and theory, prison education, Pasifika teachers and school exclusion. It aims to disrupt the structures and pedagogical assumptions that can lead to inequities for different groups of learners in Aotearoa/New Zealand. She is the former president of the Philosophy of Education Society of Australasia (PESA) and Associate Editor of Educational Philosophy and Theory (EPAT).
Nina Hood, Senior Lecturer in Education, University of Auckland, New Zealand focuses on the philosophy and practice of knowledge mobilisation in education and the role and purpose of the practical knowledge of teachers, and open, online learning in higher education. She founded The Education Hub, a not-for-profit that bridges the gap between research and practice in education. She is Editor, for Access: Contemporary Issues in Education.
Solidarity researcher Ninette Rothmüller is a visiting scholar at the City University of New York and a committee director for the women’s rights NGO Warchée: Beirut Awiy(ée) in Lebanon. With a background in Cultural Studies, Social Work and Arts, her work is concerned with who humans are to, and with, each other under various circumstances, such as severe crises. Her work applies a gender perspective to the thematic areas of trauma, fear, and social solidarity.
Professor Paul Gibbs is Director of Education Research at the University of Middlesex, and an Honorary Research Fellow at the Open University in Hong Kong and the University of Cyprus. He has published 20 books on topics ranging from the marketing of higher education to vocationalism and higher education, informed by an approach to transdisciplinarity that draws on Heidegger, neo-Confucian thought and the insights of Basarab Nicolescu.
Paul is Emeritus Professor of Education, University of Technology Sydney. He is a fellow of the Philosophy of Education Society of Australasia. His latest book is The Emergence of Complexity: Rethinking Education as a Social Science (Cham, Switzerland: Springer, 2019), with David Beckett.
Petar Jandrić is Professor at the Zagreb University of Applied Sciences, Croatia, and Visiting Professor at the University of Wolverhampton, UK. He is Editor-in-Chief of Postdigital Science and Education journal and book series. His research focuses on the intersections between critical pedagogy and information and communication technologies.
Peter McLaren is Distinguished Professor in Critical Studies, Co-Director and International Ambassador for Global Ethics and Social Justice, The Paulo Freire Democratic Project, Attallah College of Educational Studies, Chapman University, USA.
Phobos belongs to the Pantheon of Greek gods, in which they hold the title of god of fear. They are the son of Ares and twin of Deimos. Phobos does his best work in battles, and is cited in the literature and depicted on weaponry of the Ancient Greek period. But they have reached into modernity through a moon of Mars and an episode of Doctor Who.
Rima D. Apple
Rima D. Apple is Hui Yan Distinguished Professor, Faculty of Education, Beijing Normal University, China & Vilas Life Cycle Professor Emerita at the University of Wisconsin-Madison, USA. Rima has published extensively in women’s history, the history of medicine and nursing, and the history of nutrition – Perfect motherhood: Science and childrearing in America, Rutgers University Press, 2006. In 2018 she received a Lifetime Achievement Award from the American Association of the History of Medicine.
Sharon Rider is Professor of Philosophy at Uppsala University, Sweden, specializing on the cultural conditions for knowledge and rational agency. She was Vice Dean of the Faculty of Arts 2008-2014, and is currently Deputy Director of the Swedish Research Council-funded Engaging VulnerabilityProgram. Rider is on the Scientific Advisory Board for the Swedish International Cooperation Agency, and a member of the The Royal Society of Humanities at Uppsala. In 2015, she was the first recipient of the HumTank award for significant contribution to the humanities.
Tina Besley is a Distinguished Professor, Faculty of Education at Beijing Normal University, P.R. China. She is a Fellow of: the Royal Society of Arts; the Philosophy of Education Society of Australasia, and the Association for Visual Pedagogies. She is PESA Past President and Founding President of the Association for Visual Pedagogies. Tina is Project Manager and Editor of PESA Agora, and deputy editor of Educational Philosophy and Theory. A recent book is Post-Truth, Fake News: Viral Modernity in Higher Education (2019).