QTimes – Journal of Education, Technology and Social Studies
CFP for Vol 1/2021:
Research perspectives on Artificial Intelligence and education of QTimes – Journal of Education, Technology and SocialStudies is online.
Research perspectives on Artificial Intelligence and Education Recent developments on Artificial Intelligence (AI) allowed to define new systems to collect and process empirical data that involve also educational research by a multi-perspective approach. Currently, the level of digitalization of schools is increasing the amount of big data, that stimulate new AI models based on the analysis of contents and processes in different fields. A first area, for example, relates to the creation of intelligent teaching/learning environments, personalizable and oriented towards inclusive training systems; able to guarantee an overall access to knowledge, to identify significant models and transform them into structured knowledge to improve both the school organization and classroom teaching.
Go to the pdf for link for the call on Research perspectives on Artificial Intelligence and Education:
Abstract proposal: November 30th, 2020
Approval of the abstract: by December 7th, 2020
Submission of the paper: by January 7th, 2020
Refereeing and communication of the results: January 22th, 2020
Time allowed for changes and modifications requested by Referees, in case of approval: January 31th, 2020
Conclusion of editing and publication: February 10th, 2020
New Directions in the Philosophy of Education – Routledge Book Series
Series Editors: Michael A. Peters, Gert Biesta, Liz Jackson
This book series is devoted to the exploration of new directions in the philosophy of education. After the linguistic turn, the cultural turn, and the historical turn, where might we go? Does the future promise a digital turn with a greater return to connectionism, biology and biopolitics based on new understandings of system theory and knowledge ecologies? Does it foreshadow a genuinely alternative radical global turn based on a new openness and interconnectedness? Does it leave humanism behind or will it reengage with the question of the human in new and unprecedented ways? How should philosophy of education reflect new forces of globalization? How can it become less Anglocentric and develop a greater sensitivity to other traditions, languages, and forms of thinking and writing, including those that are not rooted in the canon of Western philosophy but in other traditions that share the ‘love of wisdom’ that characterizes the wide diversity within Western philosophy itself.
This series comprises texts that explore, identify and articulate new directions in the philosophy of education. It aims to build bridges, both geographically and temporally: bridges across different traditions and practices and bridges towards a different future for philosophy of education.
CFP -New Directions in Phil of Ed
To discuss submitting a proposal for the series, please contact Michael Peters, or Gert Biesta or Liz Jackson
For a full list of titles, please visit: New Directions in the Philosophy of Education
Routledge Open Access Research – Books and Chapters
The Taylor & Francis Books Open Access initiative allows authors and their funders to publish open access (OA) single- or co-authored books, edited collections and individual chapters. Upon publication, Taylor & Francis Books Open Access titles are made available in digital format to read and download freely under a Creative Commons license. Click on the subject area to discover more open access content in your field
If you have any questions regarding an Open Access Books project, feel free to contact the Taylor & Francis Open Access Books team. We are here to help with any questions or queries you may have. Get in touch
Seeing the World through Children’s Eyes book launch Dec 3
Mark December 3rd in your diary, because you’re invited to an online celebration of the launch of Seeing the World through Children’s Eyes – Visual Methodologies and Approaches to Research in the Early Years edited by E. Jayne White, the first volume in the exciting new book series, Visual Pedagogies, Methodologies, and Educational Research (Brill).
Seeing the World through Children’s Eyes brings an overarching emphasis on ‘seeing’ to early years research. It provides an opportunity to see and hear from leading researchers in the field concerning how they work with visual methodologies and young children. It explores the problems, pitfalls and promises that these offer for reflexive, critical inquiry that privileges the ‘work of the eye’ whilst implicating the researcher ‘I’ for what is revealed. Readers are invited to see for themselves what might be revealed through their discoveries, and to contemplate how these ideas might influence their own seeings.
During the online launch you will be able to learn about how this book series came about; about the contents from some of the sixteen contributing authors; and be able to ask questions. You may even win a free copy! Find out more, and register, here.
Thu, 3 December 2020, 20:00 – 21:00 AEDT
PESA Agora Newsletter November 2020
Welcome to our 3rd PESA Agora Newsletter. We have a lot of new articles every month, including selected EPAT editorials (Impact Factor, 2019 is 1.415 ) and ACCESS: Contemporary Issues in Education, Volume 40, our open access online journal:
Seeking and sending signals: Remodelling teaching practice during the Covid-19 crisis, Allison Littlejohn
Evaluating what Mind, Brain, and Education has taught us about teaching and learning, Tracey Tokuhama-Espinosa and Ali Nouri
To submit a Column, Idea, Video or place a CFP/ Notice, to PESA
Agora contact email@example.com; or to submit a paper to Access contact firstname.lastname@example.org.
With the festive season approaching, we are having our first funding drive, so if you are able to, please go to our website and donate to PESA Agora, to fund its ongoing development. There are options for a one-off donation or
a monthly one.
PESA Agora is part of the Philosophy of Education Society of Australasia (PESA), a learned society incorporated in Australia as a not-for-
profit, registered charity, ABN (Australian Business Number) 57 432 755 082. All transactions are handled for PESA through the secure payment
gateway Stripe. Our accounts are audited annually.
We really appreciate any gift you are able to make to our ongoing success –
thank you very much!
We hope you all are able to celebrate this festive time as much as Covid-19
limitations permit in your part of the world and that you and loved ones stay
Seasons greetings to you all
from the PESA Agora team
Education for Sustainable Development: Towards achieving the SDGs (ESD for 2030).
The ESD for 2030 framework is the global framework for 2020-2030, as approved by the 40th UNESCO General Conference and acknowledged by the 74th UN General Assembly in its Resolution 74/233.
UNESCO has just published Education for Sustainable Development: A roadmap which provides guidance for Member States and other stakeholders for the implementation of ESD for 2030. Learn more. The Roadmap is now available in English and will shortly be available in other languages as well.
In preparation for the upcoming UNESCO World Conference on ESD 17-19 May 2021, UNESCO is organizing regional online launch events of the ESD for 2030 Roadmap to discuss implementation at the local level.
Register for your local session:
- Asia and the Pacific: Thursday 19 November 8:00 – 9:15 UTC+1 (Paris time) – Register here
- Latin America and the Caribbean: Friday 20 November 15:00 – 16:15 UTC+1 (Paris time) Register here
- Arab region: Tuesday 24 November 15:00 – 16:15 UTC+1 (Paris time) Register here
- Africa: Thursday 26 November 12:30 – 14:00 UTC+1 (Paris time) Register here
- Europe and North America: Tuesday 1 December 15:00 – 16:15 UTC+1 (Paris time) Register here
Contact: Alexander Leicht, Chief, Section of Education for Sustainable Development, Division for Peace and Sustainable Development, Education Sector.
Email : email@example.com; http://en.unesco.org/gap-esd-clearinghouse
Beijing International Review of Education (BIRE) – newsletter
The BIRE newsletter features Volume 2, Issue 3, 2020, a special issue of 14 papers on Digital Youth: Living, Learning and Literacy, co-edited by LIN Ke from Beijing Normal U & Boris ZIZEK, Leibniz University of Hannover University, Germany.
Facebook Page: @BIREJournal
LinkedIn: @ Beijing International Review of Education BNU
YouTube Channel: @BIRE-FOE BNU
WeChat Official Account： @BIRE Journal
Educational Philosophy and Theory: Editorials and articles (October 2020)
Editorials – Free Access
Michael A. Peters, David Neilson & Liz Jackson. (2020) Post-marxism, humanism and (post)structuralism: Educational philosophy and theory. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1824783
Michael A. Peters. (2020) Ascetic self-cultivation, Foucault and the hermeneutics of the self. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1826302
George Yancy. (2020) Black disciplinary zones and the exposure of whiteness. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1830062
Bakhtiar Shabani Varaki & Reza Mohammadi Chaboki. (2020) Iranian philosophy of education. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1837619
Michael A. Peters. (2020) Alas America! Lament for a shattered dream on the eve of political breakdown. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1837620
Michael A. Peters. (2020) The coming pandemic era. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1835647
The Long Read
Fazal Rizvi, Michael A. Peters, Michalinos Zembylas, Shivali Tukdeo, Mark Mason, Lynn Mario de Souza, Wang Chengbing, Crain Soudien, Bob Lingard, Paul Tarc, Aparna Tarc, Conrad Hughes, Annette Bamberger, Lew Zipin & A. G. Rud. (2020) On the global relevance of the US elections. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1824784
Antti Saari & John Mullen. (2020) Strange loops, oedipal logic, and an apophatic ecology: Reimagining critique in environmental education. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1829466
Facundo Norberto Bey. (2020) State Typohumanism and its role in the rise of völkisch-racism: Paideía and humanitas at issue in Jaeger’s and Krieck’s ‘political Plato’. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1835642
Sharon Stein, Vanessa Andreotti, Rene Suša, Cash Ahenakew & Tereza Čajková. (2020) From “education for sustainable development” to “education for the end of the world as we know it”. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1835646
Joseph Ulatowski & Ruth Walker. (2020) Missing in action: Exposing the moral failures of universities that desert researchers facing court-ordered disclosure of confidential information. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1830061
Emnet Tadesse Woldegiorgis. (2020) Decolonising a higher education system which has never been colonised’. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1835643
Neil Harrison. (2020) Learning in the presence of others: Using the body as a resource for teaching. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1835645
Michael A. Peters, E. Jayne White, Marek Tesar, Andrew Gibbons, Sonja Arndt, Niina Rutanen, Sheila Degotardi, Andi Salamon, Kim Browne, Bridgette Redder, Jennifer Charteris, Kiri Gould, Alison Warren, Andrea Delaune, Olivera Kamenarac, Nina Hood & Sean Sturm. (2020) Infantologies. An EPAT collective writing project. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1835648
Jason James Wallin. (2020) The Holocene Simulacrum. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1835644
Jian Li & Eryong Xue. (2020) “Teach to adapt or adapt to teach”: qualitative study on the new “special-post teachers” in China’s rural schools. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1840350
EPAT Impact Factor increase for 2019
We are pleased to announce the Impact Factor for Educational Philosophy and Theory (EPAT) 2019 is 1.415. In the Journal Citation Reports, Category: Education & Educational Research, it is 162 out of 263 journals in Quartile 3. This is an increase on the 2018 impact Factor.
Congratulations and thank you to everyone involved – editors, reviewers, authors, Taylor & Francis and of course the readers who have cited our published articles!
The theme for 2020 International Open Access Week, to be held October 19-25, is “Open with Purpose: Taking Action to Build Structural Equity and Inclusion.”…
PESA supports open access in several ways: our journal, ACCESS: Contemporary Issues in Education is Open Access, as is PESA Agora, and all Educational Philosophy and Theory Editorials as well as some articles.
CFP: Special Issue of Policy Futures in Education (PFIE): Educational Futures
Dates: 2020-10-20 - 2020-11-15
This special issue of Policy Futures in Education asks authors to imagine educational futures. What do education, school, teaching, learning, curriculum, and pedagogy look like 10, 20, 50, or 100 years from now? One way to think about these issues is futures studies. Based on work developed in the second half of the 20th Century (Bell, 1997; Dator, 2002), futures studies asks a series of questions, the most significant being: what is probable (what is most likely to happen); what is possible (what could happen); and what is preferable (what do you want to have happen)? Additionally, the best illustrations we have of futures thinking lie in science fiction, which often operates from a position of prefactual thinking – that is, anticipating what might happen should some future event occur. This is different from counterfactual thinking, in which the present is reimagined based on a past event (Sanna, 1996). Authors should adopt a prefactual perspective, and are encouraged to draw on examples from science fiction to imagine scenarios of the future of education.
Bell, W. (1997). Foundations of futures studies: Human science for a new era. Volume I: History, purposes, and knowledge. Transaction Publishers. Dator, J. A. (Ed.), Futures studies in higher education. Praeger. Sanna, L. J. (1996). Defensive pessimism, optimism, and simulating alternatives: Some ups and downs of prefactual and counterfactual thinking. Journal of Personality and Social Psychology, 71(5), 1020-1036.
Please see the full CFP before submitting an abstract. Proposals with a tentative title, 250-word abstract, and author(s) should be sent to Special Issue Editor, Dr. David W. Kupferman, assistant professor of educational foundations at Minnesota State University Moorhead by November 15, 2020. Full papers are to be submitted by February 15, 2021.
Educational Philosophy and Theory: Editorials and articles (September 2020)
Editorials – Free Access
Michael A. Peters. (2020) Educational philosophies of self-cultivation: Chinese humanism Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1811679
Lynda Stone. (2020) Does this editorial have an ending? Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1787093
Michael A. Peters. (2020) Language-games philosophy: Language-games as rationality and method Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1821190
Bill Cope & Mary Kalantzis. (2020) Futures for research in education Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1824781
Y. Manoj , Joff P. N. Bradley & Alex Taek-Gwang Lee. (2020) Gadfly or praying mantis? Three philosophical perspectives on the Delhi student protests Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1823211
Mitja Sardoč. (2020) The rebranding of neoliberalism Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1823212
Sonja Arndt , Rachel Buchanan , Andrew Gibbons , Ruyu Hung , Andrew Madjar , Rene Novak , Janet Orchard , Michael A. Peters , Sean Sturm , Marek Tesar & Nina Hood (Open Reviewer). (2020) Collective writing: Introspective reflections on current experience Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1824782
The Long Read
Petar Jandrić , Jimmy Jaldemark , Zoe Hurley , Brendan Bartram , Adam Matthews , Michael Jopling , Julia Mañero , Alison MacKenzie , Jones Irwin , Ninette Rothmüller, Benjamin Green , Shane J. Ralston , Olli Pyyhtinen , Sarah Hayes , Jake Wright , Michael A. Peters & Marek Tesar. (2020) Philosophy of education in a new key: Who remembers Greta Thunberg? Education and environment after the coronavirus Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1811678
Liz Jackson, Kal Alston, Lauren Bialystok, Larry Blum , Nicholas C. Burbules , Ann Chinnery, David T. Hansen, Kathy Hytten, Cris Mayo, Trevor Norris , Sarah M. Stitzlein , Winston C. Thompson, Leonard Waks, Michael A. Peters & Marek Tesar. (2020) Philosophy of education in a New Key: Snapshot 2020 from the United States and Canada Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1821189
Charlene Tan. (2020) Confucius and Langerian mindfulness Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1814740
Elin Sundström Sjödin & Ninni Wahlström. (2020) Reading in the wing chair: the shaping of teaching and reading bodies in the transactional performativity of materialities Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1814739
Asilia Franklin-Phipps & Laura Smithers. (2020) Queer Black adolescence, the impasse, and the pedagogy of cinema Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1811677
Anniina Leiviskä. (2020) A discourse theoretical model for determining the limits of free speech on campus Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1814256
Mitja Sardoč & Tomaž Deželan Talents and distributive justice: some tensions Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1808021
Xiaowei Yang , Hua Ran & Meng Zhang. (2020) The Shanghai model: An innovative approach to promote teacher professional development through teaching-research system Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1794155
Eryong Xue , Jian Li & Liujie Xu. (2020) Online education action for defeating COVID-19 in China: An analysis of the system, mechanism and mode Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1821188