World Class Universities – A Contested Concept – New book

World Class Universities – A Contested Concept

Editors: Sharon Rider, Michael A. Peters, Mats Hyvönen, Tina Besley

This open access book (16 chapters) integrates a broad array of conceptual, theoretical and empirical analyses of The World Class University from the humanities and social sciences. It focuses on the dimensions of the discourse of ‘The World Class University’, its alleged characteristics, and its policy expressions. It offers a broad overview of the historical background and current trajectory of the world-class-university construct. It also deepens the theoretical discussion, and points a way forward out of present impasses resulting from the pervasive use and abuse of the notion of “world-class” and related terms in the discourse of quality assessment. The book includes approaches and results from fields of inquiry not otherwise prominent in Higher Education studies, including philosophy and media studies, as well as sociology, anthropology, educational theory.
The growing impact of global rankings and their strategic use in the restructuring of higher education systems to increase global competitiveness has led to a ‘reputation race’ and the emergence of the global discourse of world class universities. The discourse of world class universities has rapid uptake in East Asian countries, with China recently refining its strategy. This book provides insights into this process and its future development

The eBook is available here:  https://link.springer.com/book/10.1007%2F978-981-15-7598-3

Educational Philosophy and Theory -EPAT – editorials & articles – November 2020 

Editorials – Free Access

Wang Chengbing. (2020) Reclaiming Postmodern Confucianism through Narrative and Edification Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1845138

Babette Babich. (2020) Nietzsche: Looking right, reading left Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1840974

Michael A. Peters, Marek Tesar, Liz Jackson & Tina Besley. (2020)

Postmodernism in the afterlife Educational Philosophy and Theory, doi.org/10.1080/00131857.2019.1686947

Articles

Duck-Joo Kwak & Eun Ju Park. (2020) Mediating process for human agency in science education: For man’s new relation to nature in latour’s ontology of politics Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1838273

Michael A. Peters & David Neilson.  (2020) Theorising immaterial labor: Toward creativity, co(labor)ation and collective intelligence Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1840349

Janet Orchard , Philip Gaydon , Kevin Williams , Pip Bennett , Laura D’Olimpio , Raşit Çelik , Qasir Shah , Christoph Neusiedl , Judith Suissa , Michael A. Peters & Marek Tesar. (2020) Philosophy of education in a new key: A ‘Covid Collective’ of the Philosophy of Education Society of Great Britain (PESGB) Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1838274

Cong Lin & Liz Jackson. (2020) Sinophobia in Hong Kong News Media Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1848537

Andrew P. Carlin & Ricardo Moutinho. (2020) Teaching and learning moments as subjectively problematic: Foundational assumptions and methodological entailmentsEducational Philosophy and Theory, DOI:10.1080/00131857.2020.1848536

Hideyuki Ichikawa. (2020) A theory of hope in critical pedagogy: An interpretation of Henry Giroux Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1840973

Ingrid Andersson. (2020) The subject in posthumanist theory: Retained rather than dethroned  Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1851190

Klas Roth , Lia Mollvik , Rama Alshoufani , Rebecca Adami , Katy Dineen , Fariba Majlesi , Michael A. Peters & Marek Tesar  (2020) Philosophy of education in a new key: Constraints and possibilities in present times with regard to dignity Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1851189

Pandemic Education: A Double Issue of Knowledge Cultures

Pandemic education refers not only to how we educate ourselves and others about the pandemic, but also – and more importantly – to how the pandemic educates us. To put it in the terms of the question that the articles in these two special issues on pandemic education address: how can educators explore and enact a philosophy of education that speaks to the care, critique and collective responsibility demanded by the Covid-19 pandemic?

The two issues of Knowledge Cultures on Pandemic Education (2020) bring together educators from across the globe to respond to the advent of the COVID-19 pandemic. They are available through Proquest Central or Gale Academic Onefile.

Special issue editors:

Pandemic Education issue 1: Knowledge Cultures8(2) [link; follow the doi links for a preview of the articles]

Pandemic Education issue 2: Knowledge Cultures8(3) [link; follow the doi link of the articles for their abstracts]

  1. Pandemic Education (Sean Sturm, University of Auckland, Andrew Gibbons, AUT University, & Michael A. Peters, Beijing Normal University) doi:10.22381/KC8320201
  2. The Pragmatic Nature of the Virus and its Biopolitical Drive (Marco A. Jiménez, National Autonomous University of Mexico) doi:10.22381/KC8320202
  3. Capital Immunodeficiency and the Viral Contagion of Capitalism (Jason J. Wallin, University of Alberta, & Jennifer A. Sandlin, Arizona State University) doi:10.22381/KC8320203
  4. Will We Learn from COVID-19? Ecopedagogical Calling (Un)heard (Greg William Misiaszek, Beijing Normal University) doi:10.22381/KC8320204
  5. The Quiet Earth: Re-Functioning Socio-material Knowledge in the Crisis of the Pandemic (Emit Snake-Beings, Fiji National University) doi:10.22381/KC8320205
  6. Plague, Pedagogy and Pleasure: Creative Interventions in Higher Education (Tatiana Chemi, Aalborg University) doi:10.22381/KC8320206
  7. Immunized Community and Biopolitics in Times of Pandemic (Ana Maria Valle, National Autonomous University of Mexico) doi:10.22381/KC8320207
  8. International Higher Education and Global Citizenship Education: The Rise of Critical Cosmopolitanism’s ‘Personhood’ in the Age of COVID-19 (Benjamin Green, Beijing Normal University) doi:10.22381/KC8320208
  9. An Ethic of Care for People with Disabilities during the COVID-19 Pandemic in China: Towards Greater Social Justice (Wangqian Fu, Meng Deng & Li Cheng, Beijing Normal University) doi:10.22381/KC8320209
  10. COVID-19 and Disparities in Education: Collective Responsibility Can Address Inequities (Fawzia Reza, American College of Education) doi:10.22381/KC83202010
  11. Pandemic Education as an ‘Education-against-Thoughtlessness’: Creating Collective Responsibility against Self-Interest (Beaujorne Sirad A. Ramirez, University of the Philippines) doi:10.22381/KC83202011
  12. COVID-19: The Changing Face of Global Citizenship and the Rise of Pandemic Citizenship (Stephanie Hollings, Beijing Normal University) doi:10.22381/KC83202012
  13. Individual Interests, Community Responsibility and Public Power (Wener Zheng, Beijing Normal University) doi:10.22381/KC83202013
  14. COVID Scholar-Activism in Miniature: A Peep-Hole Diorama Letter Play (Lauren Ila Misiaszek, Beijing Normal University) doi:10.22381/KC83202014

COPE Forum – Dec 15 – Predatory publishing: where do we go from here?

Date: 2020-12-15

December Forum  – follows the usual format where we discuss a topic of interest to our members, followed by members’ cases presented for discussion and advice from all those participating in the Forum. This month the discussion topic is ‘Predatory publishing: where do we go from here?’.

The Forum is for COPE members. EPAT is a member of COPE

 

 

 

 

 

 

 

COPE drafted a discussion paper on predatory publishing in 2019, and the dialogue has turned to more practice based solutions.

What are the next steps that COPE, or other industry organisations, might consider as a response to the continued flourishing and growth of predatory journals, conferences, and publishers?

 

Questions for COPE Forum

  • Should COPE use its criteria for membership as an instrument to evaluate standards of scholarly publishing vehicles for the purpose of informing authors, peer reviewers, readers, scholars invited to serve on editorial boards, and universities evaluating scholarly productivity?
  • Should COPE and/or other industry organisations form a global compact of signatories to commit to the practice of research and publication integrity and further to the active marginalisation of predatory publishing within the scholarly communities of universities, editors, and publishers?
  • Should COPE and/or other industry organisations act as a third party retraction service for authors who have unknowingly published with a predatory publisher which will neither withdraw nor retract the articles at the request of the authors?

This will be discussed at the start of the Forum with guest speaker Dr Kelly Cobey who will describe the Authenticator Project, being developed by the Centre for Journalology, Ottawa Hospital Research Institute, University of Ottawa, Canada.

READ MORE AND COMMENT

 

2020 STAR Conference – Shaping a Humane World – Dec 8

Dates: 2020-12-08 - 2020-12-10

Conference:  “Shaping a Humane World: Global Higher Education Perspectives: STAR Scholars Network envisions a humane and just world” — December 8th, This year’s annual conference celebrates the people who are doing it in many ways and will culminate with a very special event. We will be hosting Professor Noam Chomsky on his 92nd birthday and honoring his life as a person who helped shape a humane world. A Noam Chomsky Global Connections Awards will be announced during this event.

Disrupting Hate in Education: Teacher Activists, Democracy, and Global Pedagogies of Disruption – New Book

Edited by Rita Verma & Michael W. Apple

We  are pleased to announce the publication of our book Disrupting Hate in Education.

This book aims to identify and respond to the ideological forms of hate and fear that are present in schools, which echo larger nativist and populist agendas. Contributions to this volume are international in scope, providing powerful examples from US schools and communities, examining anti-extremism work in the UK, the “saffronization” of schools in India, struggles to re-orient the villainization of teachers in Brazil, and more. Written by a dynamic group of activist educators and critical researchers, chapters demonstrate how conservative mobilizations around collective identities gain momentum, and how these mobilizations can be interrupted. Out of these interruptions come new opportunities to practice a critically democratic education that hinges upon risk-taking, deep dialogue, and creating a space for common dignity.

It is now available to order from www.routledge.com, simply enter the code BSE3P at the checkout to receive 20% off your next purchase.

QTimes – Journal of Education, Technology and Social Studies

Date: 2020-11-25

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:

Deadlines:

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 editorial@pesaagora.com;  or to submit a paper to Access contact accesseditorial@pesaagora.com.

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
safe.

Seasons greetings to you all

 from the PESA Agora team

Proposals for Editing EPAT Special Issues

Taylor & Francis have set up a new page new page for authors intending to edit special issues for EPAT. Please bookmark this page.

Edit a theme issue. We welcome proposals for theme issues in Educational Philosophy and Theory (EPAT). Editing a Special Issue is an opportunity to influence the field by proposing a novel theme that engages deeply with current thinking and promoting an emerging area of research. Such an issue should facilitate wide-ranging discussion and encourage innovative thinking and publishing including speculative and policy-related work, review and research papers. This is an opportunity to gain useful editing experience with full support from the  EPAT Editorial team and to help build an international network with top scholars in the field.

Examples of Special Issues

EPAT publishes 14 per year and 3-4 special issues per year.

 

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 : a.leicht@unesco.org;   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

Twitter: @BireBnu

LinkedIn: @ Beijing International Review of Education BNU

YouTube Channel: @BIRE-FOE BNU

WeChat Official Account: @BIRE Journal

Imagining educational futures: the relevance of Asian cosmopolitanism – Webinar

Date: 2020-11-28
Times: Nov 28 (Sat) 11 AM to 1230PM Singapore/Hong Kong time. Note this will be Nov 28 (Sat) 2PM in Melbourne and Nov 27 (Fri) 10PM in Illinois, USA
Overview: Scholarly interest in cosmopolitanism and its implications for education has intensified since the turn of the century in recognition of the realities of globalization. The concept of cosmopolitanism has been widely used by scholars to address the challenges of globalization, and is commonly translated as ‘citizen of the world’, as originating from Ancient Greek Cynic and Stoic philosophers.  Cosmopolitan ideals have also been located in major philosophical ideas in the East. In this webinar, we bring together prominent scholars to discuss the following:
1.          What are the contributions of Eastern philosophies to the concept of Asian cosmopolitanism and how is this concept of relevance today?
2.          What is the significance of Asian cosmopolitanism and philosophy for education today?
3.          What are the possibilities and challenges for cosmopolitan learning especially in light of the intensification of xenophobia and intolerance arising from the global pandemic?

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

Articles

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!

Open Access Week 2020

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. Kupfermanassistant professor of educational foundations at Minnesota State University Moorhead by November 15, 2020Full papers are to be submitted by February 15, 2021.

 

 

The Education Hub

The Education Hub is a New Zealand based not for profit with a mission to bridge the gap between research and practice in education by providing teachers with access to trustworthy, practical and easy-to-read research on topics that matter to them. It has a large online library of free-to-access multimedia resources covering a wide range of topics relevant to Early Childhood Education and the primary and secondary school sectors.
The Founder is Dr Nina Hood, who is also Editor for Access: Contemporary Issues in Education.
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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

Articles

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

Routledge – 2 new books: Pandemic Education and Viral Politics; The Far-Right, Education and Violence

Pandemic Education and Viral Politics (ISBN: 9780367635404) – avail 8 October – flyer:  Pandemic Education and Viral Politics – flyer

and

The Far-Right, Education and ViolenceAn Educational Philosophy and Theory Reader Volume IX (ISBN: 9780367562014)  avail Nov 2020

Both books are by Michael A. Peters & Tina Besley, featuring papers published in Educational Philosophy and Theory (EPAT)

Invitation to Contribute to Springer Encyclopedias: Educational Philosophy and Theory, Teacher Education, Educational Innovation

Invitation to become a Section Editor for one of three new Springer Encyclopedia projects:

Encyclopedia of Educational Philosophy and Theoryest 2018

Encyclopedia of Teacher Educationest 2019-20

Encyclopedia of Educational Innovationest 2019-20

These encyclopedias are all Living Reference Works for educational research and practice that are continuously updated on a dedicated web site, and have hard copy books also appearing in companion volumes.

 

The Encyclopedia of Educational Philosophy and Theory is a dynamic reference and study place for students, teachers, researchers and professionals in the field of education, philosophy and social sciences, offering both short and long entries on topics of theoretical and practical interest in educational theory and philosophy by authoritative world scholars representing the full ambit of education as a rapidly expanding global field of knowledge and expertise. This is an encyclopaedia that is truly global and while focused mainly on the Western tradition is also respectful and representative of other knowledge traditions. It professes to understand the globalization of knowledge. It is unique in the sense that it is based on theoretical orientations and approaches to the main concepts and theories in education, drawing on the range of disciplines in the social sciences. The encyclopaedia privileges the “theory of practice”, recognizing that education as a discipline and activity is mainly a set of professional practices that inherently involves questions of power and expertise for the transmission, socialization and critical debate of competing norms and values.

The Encyclopedia of Teacher Education is a dynamic and living reference that student teachers, teacher educators, researchers and professionals in the field of education with an accent on all aspects of teacher education, including: teaching practice; ITE; teacher induction; teacher development; professional learning; teacher education policies; quality assurance; professional knowledge, standards and organisations; teacher ethics; and research on teacher education, among other issues. The Encyclopedia is an authoritative work by a collective of leading world scholars representing different cultures and traditions, the global policy convergence and counter-practices relating to the teacher education profession. The accent will be equally on teaching practice and practitioner knowledge, skills and understanding as well as current research, models and approaches to teacher education.

The Encyclopedia of Educational Innovation The field of innovation studies is very recent. This encyclopedia offers an up to date account of the way that educational practise at all levels are being deeply impacted and changed by innovation. It provides entries covering details and insights into the economics, sociology, management and psychology of education and also how education is affected by philosophy, history, web science and Internet Studies. It embraces new fields like collective intelligence, social media and network analysis, artificial intelligence, automation and deep learning. It has become one of the most dominant discourses of the knowledge economy also referred to as the ‘innovative economy.’ On this economic model, innovation is a source of ongoing productivity and growth. It is a model that favours education at all levels as the policy mothership that increasingly guides a new cultural and sharing economics in its social and open dimensions as a means of developing platforms for openness, creativity and innovation. This new model of open and social innovation is a very different notion to the standard economic view, bringing to the fore the ethics of collaboration in the service of co-creation, peer- and co-production that is more suited to the digital age of social media. It is a model that has the power to radically transform education in the near future as educational institutions become less like factories in the industrial age and more like a Google workplace in the knowledge age.

 

This is an opportunity for you to become involved in one of these projects, supported by a professional team at Springer in a global, dynamic and continuously updatable project where educationalists can develop, share and support the latest relevant materials. Your expertise is valued and we hope you will become involved as part of a professional team working together on these projects.

Become a Section Editor responsible for editing ten contributing authors, with each contributor writing an entry of 3,000 words including 3-5 references.

Please indicate a preferred topic and feel free to discuss themes or topics you think may be appropriate for this project, by contacting:

Michael A. Peters, Distinguished Professor, Beijing Normal University, PR China.

mpeters@bnu.edu.cn

 

Kia Kaha Te Reo Māori – ‘Let’s make the Māori language strong’

Kia ora  – Hello everyone

In Aotearoa/ New Zealand, this week we have been celebrating Te Wiki o Te Reo Māori  – Māori Language Week  The link here tells you what it is and why it is so important to honour and revitalise our official language of New Zealand – a taonga or treasure.

Here is the Maori Language Moment & Movement you can join to:

Honour our past, celebrate the present, and join together for our future.
Kia kaha te reo Māori!
Kia kaha Aotearoa!

Check out Massey University’s free online courses in Te Reo Māori and Tikanga Māori: Toro Mai 

CFP: Special Issue of Educational Philosophy and Theory (EPAT): Paulo Freire Centennial: Reinventing Freire for 2021

Dates: 2020-08-27 - 2020-09-15

As we celebrate 100 years since Paulo Freire’s birth in September 2021 and fifty years since the initial publication of Pedagogy of the Oppressed, this special issue of Educational Philosophy and Theory (EPAT) will focus on how Freire’s work continues to reinvent education worldwide and how scholars continue to reinvent his work. We specifically use reinvention because Freire vehemently argued for the “social theoretical recontextualization [of his work] and a rejection of unreflexive, mechanical efforts to ‘import’ his pedagogy into different social and cultural contexts” (Morrow & Torres, 2019, pp. 247-248). Countering fatalistic teaching that reproduces and justifies oppressions, and working towards better futures, Freirean education centers students’ “dream of constant reinvention of the world, the dream of liberation, thus the dream of a less ugly society, one less mean-only dream of human beings’ silent adaptation to a reality considered untouchable” (Freire, 2004, p. 85)[i].  In the spirit of reinvention towards social justice and planetary sustainability, we are broadly seeking submissions that depart from current Freirean debates on a diverse range of themes.

Please see the full CFP at http://bit.ly/_Educational_Philosophy_Theory before submitting an abstract. Proposals with a tentative title, 300-word abstract, and author(s) listed should be sent to editor Dr. Greg William Misiaszek (gmisiaszek@gmail.com) and Dr. Tsegay  (samex221@gmail.com) by September 15, 2020.

Full papers are to be submitted by January 31, 2021.

[i] Freire, P. (2004). Pedagogy of indignation. Boulder, CO: Paradigm Publishers.

Morrow, R. A., & Torres, C. A. (2019). Rereading Freire and Habermas: Philosophical anthropology and reframing critical pedagogy and educational research in the neoliberal anthropocene. In C. Torres, A. (Ed.), Wiley Handbook of Paulo Freire (pp. 241-274). New Jersey: Wiley-Blackwell.

Special Issue Editors

 

Greg Misiaszek is an Assistant Professor of educational theories at Beijing Normal University (BNU) and Associate Director of the Paulo Freire Institute, UCLA

 

 

Lauren Ila Misiaszek is an Associate Professor of international and comparative education at Beijing Normal University (BNU) and Associate Director of the Paulo Freire Institute, UCLA

 

 

Samson Maekele Tsegay is a Roehampton University Sacred Heart (RUSH) fellow and visiting lecturer at Roehampton University, School of Education

 

Educational Philosophy and Theory: Editorials and articles (July 2020)

EPAT Editorials – Free Access

Ronnie Littlejohn & Qingjun Li (2020) The concept of dialogue in Chinese philosophy. Educational Philosophy and Theory,   DOI: 10.1080/00131857.2020.1799945

David W. Kupferman  (2020)  I, robot teacher. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1793534

Nubras Samayeen , Adrian Wong & Cameron McCarthy (2020) Space to breathe: George Floyd. BLM plaza and the monumentalization of divided American Urban landscapes. Educational Philosophy and Theory,  DOI:10.1080/00131857.2020.1795980

George Lăzăroiu (2020) Whose scientific work is it anyway? Knowledge production in the socially constructed fuzzy authorship. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1792613

Gert Biesta  (2020) Have we been paying attention? Educational anaesthetics in a time of crises. Educational Philosophy and Theory,   DOI:10.1080/00131857.2020.1792612

Peter McLaren (2020) Pandemic abandonment, panoramic displays and fascist propaganda: The month the earth stood still. Educational Philosophy and Theory,  DOI:10.1080/00131857.2020.1781787

The Long Read

Philosophy of education in a new key. A collective project

Yusef Waghid , Nuraan Davids , Thokozani Mathebula , Judith Terblanche , Philip Higgs , Lester Shawa , Chikumbutso Herbert Manthalu , Zayd Waghid , Celiwe Ngwenya , Joseph Divala , Faiq Waghid , Michael A. Peters & Marek Tesar (2020) Philosophy of education in a new key: Cultivating a living philosophy of education to overcome coloniality and violence in African Universities. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1793714

Articles

‘The Shanghai Model’ Symposium Zhongjing Huang Introduction to ‘the Shanghai Model’ Symposium (2020) Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1794150

Zhongjing Huang  (2020) Knowledge and power: curricular policy’s evolution and paradoxical relationship with practice in Shanghai. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1794157

ShuGuang Huang  (2020) The historical experience of educators running schools: A case study of Chen Heqin’s exploration of ‘living education’. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1796056

Wang Hubin & Xu Jinjie (2020) Efforts to break the “score determinism” and transfer college enrolment from recruiting “scores” to “people”: The exploration and practice of comprehensive quality evaluation of general high school students in Shanghai. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1794152

Yucui Ju & Jiping Liu (2020) Mechanisms of the tailoring workshops for teacher sustainable development: A case study of a middle school in Shanghai. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1794275

Pedro Tabensky (2020) Ethics and education as practices of freedom. Educational Philosophy and Theory,   DOI:10.1080/00131857.2020.1791822 

Eryong Xue , Jian Li , Tingzhou Li & Weiwei Shang  (2020) China’s education response to COVID-19: A perspective of policy analysis. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1793653

Bruce Macfarlane & Martin G. Erikson (2020) The right to teach at university: a Humboldtian perspective. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1783245

William McGinley, George Kamberelis & John Wesley White  (2020) Exploring selves and worlds through affective and imaginative engagements with literature. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1785285

Christopher C. Deneen & Michael Prosser (2020) Freedom to innovate. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1783244

Jian Li & Xue Eryong (2020) Criticality in world-class universities research: a critical discourse analysis of international education publications, Educational Philosophy and Theory, DOI 10.1080/00131857.2020.1779989

Kristina Turner (2020) Big ideas in education: Quantum mechanics and education paradigms. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1798757

Hongyan Chen & Zhengmei Peng (2020) Discontinuous learning through destructive experiences: A ‘change’ approach to catastrophe education in eco-pedagogy. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1798756

Mark C. Vopat (2020) The belief in innate talent and its implications for distributive justice. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1742698

Carl Mika (2020) Subjecting ourselves to madness: A Maori approach to unseen instruction. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1761326

Book Review

Gang Zhu & Jun Xu (2020) Educating students to improve the world, by Fernando Reimers, Singapore, Springer, 2020, 200 pp., $37.99, ISBN: 9811538867. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1790989

Video Journal of Education & Pedagogy now on Scopus

The Association for Visual Pedagogies (AVP) is delighted to announce that its Open Access Video Journal of Education and Pedagogy (VJEP) published by Brill has been included in the Scopus index.

The Video Journal of Education and Pedagogy focuses on scholarship across all forms of education and pedagogy, containing a strong video/visual component. The video/visual component must be integrated – either as a methodology, an innovation in terms of the way data were collected or utilised for pedagogical purposes, a philosophical contribution, or in terms of the results that are shown. We aim to bolster the impact, performance, rank and reputation of VJEP as the first-ever scholarly journal of its kind.

The new Editor-in-Chief – Prof E. Jayne White welcomes scholarly visual/video contributions across all aspects of education and pedagogy.

PESA is a founding institutional member of  the Association for Visual Pedagogies (AVP) and is very pleased at the success of both AVP and VJEP.

ACCESS: Contemporary Issues in Education, CFP Volume 40, 2020

Dates: 2020-07-17 - 2020-09-30

Call for Papers – Volume 40

ACCESS: Contemporary Issues in Education is relaunching in 2020 as an online, green open access journal, published by the Philosophy of Education Society of Australasia (PESA). The journal was established in 1982 and published continuously since then, with some different emphases and subtitles. It provides an international forum where current educational concerns and trends – theoretical, empirical, and practical – can be expressed and critical discussion promoted.

For this volume we are particularly interested in papers that explore the impact of the covid-19 pandemic, including lessons, opportunities and challenges for education.

We welcome both theoretical and empirical papers focused on any level of the education sector – ECE, school, higher education, professional learning, policy.

The editors encourage a range of approaches to the presentation of research and ideas, including longer essays (up to 6000 words), shorter commentaries (approximately 2000 words), interviews, and responses to previous papers. The journal has a diverse readership and seeks manuscripts that are accessible and relevant to practitioners, researchers and policy makers.

Dr Nina Hood, Editor, is happy to discuss your proposed paper.

Contact: accesseditorial@pesaagora.com

Website: https://pesaagora.com/access-journal/

Editor – Nina Hood

Deputy Editor – Marek Tesar

Editorial Administrator – Andrew Madjar

 

 

CFP: Special Issue Beijing International Review of Education3(2), 2021

Dates: 2020-06-16 - 2020-08-31

Prof. Jun Li,  is Chair of Critical Policy, Equity and Leadership Studies and Acting Director, Global Centre for Educational Partnership (GCEP) at Western University, Ontario, Canada. He is Associate Editor and also edits ‘China Watch’ a set of articles on policy developments in each issue of the Beijing International Review of Education. (BIRE).

He is editing a Special issue for BIRE:

Global Perspectives on Educational Improvement in Post-COVID-19

This special issue in 2021, focuses on educational improvement from a global perspective in the age of COVID-19, aiming at reflecting on state-of-the-art empirical and/or theoretical studies on the theme. The special issue will feature papers that bring disciplinary and interdisciplinary frameworks to bear on the contemporary examination of educational improvement in the wake of COVID-19 reforms: How can the sudden and systemwide shifts in policies and practices in the era of Post-COVID-19 help us to reimagine the ways in which education can lead to improvements not only in educational systems, but also in humanity? What is the role for educational institutions in leading such change?

Proposals with a tentative title, 500-word abstract and an updated CV should be sent with “BIRE Proposal Submission” as its subject to co-editors Dr. Melody Viczko (mviczko@uwo.ca) or Dr. Jun Li (jun.li@uwo.ca) by Aug. 31, 2020. Full papers are to be submitted by Dec 31, 2020.

CFP – Special Issue Beijing International Review of Education 2021 Vol.3 (3)

Dates: 2020-07-14 - 2020-09-01

    

 

Dr. LIAO Wei is Assistant Professor of Teacher Education at Beijing Normal University (www.liaowei.weebly.com). He is an Associate Editor of Beijing International Review of Education (BIRE) and  is editing a special issue, the third issue for 2021, for BIRE.

 

 

Equity-Oriented Teacher Education: Conceptual Perspectives and Practical Approaches

One persisting challenge facing many education systems worldwide is the unequal access to high-quality teachers among students from different backgrounds, regions, and socio-cultural contexts. Equity issues in education, broadly defined, can compromise the schooling experiences and outcomes of traditionally disadvantaged students and undermine the overall quality, morality, and sustainability of education systems. Given teachers’ pivotal roles in empowering student learning, they have been placed at the center of educational research, policy, and practices in the past few decades. Previous research has explored measures to tackle the equity issues in teacher workforces. Some commonly used measures include establishing certification mechanisms to ensure that every schoolteacher has the essential qualities for teaching, using policy interventions to channel high-quality teachers to under-resourced schools, and empowering disadvantaged communities to “grow their own” teachers. While these approaches have righteously located and addressed important external forces that can influence teacher workforces, it is still not clear enough, both conceptually and empirically, how teacher education programs can play a role in nurturing teachers’ mindedness, competencies, and actions for enhancing educational equity in different settings. Thus, this special issue proposes equity-oriented teacher education (EOTE) as a core concept to explore the crucial and complex relationships between teacher education and educational equity in a variety of local, national, and socio-cultural contexts.

Proposals with a tentative title and 500-word abstract should be sent with “BIRE Proposal Submission – 2021 Issue 3” as its subject to Editor-in-Chief Prof. Michael A. Peters (mpeters@bnu.edu.cn) and Dr. LIAO Wei (liaowei@bnu.edu.cn) by September 1, 2020. Full papers are to be submitted by January 1, 2021.

 

Living and thinking crisis

 

crossroads

From Trevor Hogan, Editor of Thesis Eleven: 

The pandemic which has swept across the world is at once a crisis of public health and of human relationships. It cannot be considered apart from reaction to it by states and other actors. Both the virus and the response are of a scale and speed not matched in living memory. Across the world, this has upended everyday life and is testing the limits of human organization; socially, economically and politically. New possibilities and challenges, new portals and politics lie before us.

This Thesis Eleven online ​project engages with the pandemic in the real-time of its making, set against deeper reflection, looking forward, with critical theories, and back, with historical sociologies. The voices we bring to this project are global and diverse; a kaleidoscopic vantage to an historical crossroad.

Thesis Eleven Online Project: Living and Thinking Crisis. or  http://thesiseleven.com

The website can be followed by clicking (follow blog via email) on the side of website posts

Educational Philosophy and Theory: Editorials and articles (June 2020)

EPAT Editorials – Free Access

Adam Davidson-Harden (2020) “I can’t breathe”: Praxis, parrhesia and the current historical moment. Educational Philosophy and Theory,   DOI: 10.1080/00131857.2020.1779580

Jason Arday (2020) It’s the end of the World as we know it: Racism as a global killer of Black people and their emancipatory freedoms. Educational Philosophy and Theory,   DOI:10.1080/00131857.2020.1782722

Jason Arday (2020) Fighting the tide: Understanding the difficulties facing Black, Asian and Minority Ethnic (BAME) Doctoral Students’ pursuing a career in Academia. Educational Philosophy and Theory,   DOI:10.1080/00131857.2020.1777640

The Long Read

Philosophy of education in a new key —-  A collective project

Michael A. Peters , Fazal Rizvi , Gary McCulloch , Paul Gibbs , Radhika Gorur , Moon Hong , Yoonjung Hwang , Lew Zipin , Marie Brennan , Susan Robertson , John Quay , Justin Malbon , Danilo Taglietti , Ronald Barnett , Wang Chengbing , Peter McLaren , Rima Apple , Marianna Papastephanou , Nick Burbules , Liz Jackson , Pankaj Jalote , Mary Kalantzis , Bill Cope , Aslam Fataar , James Conroy , Greg Misiaszek , Gert Biesta , Petar Jandrić , Suzanne Choo , Michael Apple , Lynda Stone , Rob Tierney , Marek Tesar , Tina Besley & Lauren Misiaszek. (2020)
Reimagining the new pedagogical possibilities for universities post-Covid-19. Educational Philosophy and Theory, DOI: 10.1080/00131857.2020.1777655

Articles

Liz Jackson (2020) Academic freedom of students. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1773798

Benjamin Bindewald & Joshua Hawkins (2020) Speech and inquiry in public institutions of higher education: Navigating ethical and epistemological challenges, Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1773794

Jane Chi Hyun Park & Sara Tomkins (2020) Teaching whiteness: A dialogue on embodied and affective approaches. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1772756

Jason Arday, Dina Zoe Belluigi & Dave Thomas (2020) Attempting to break the chain: reimaging inclusive pedagogy and decolonising the curriculum within the academy. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1773257

Christiane Thompson (2020) Debating academic freedom. Educational-philosophical premises and problems. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1773796

Anatoly V. Oleksiyenko & Liz Jackson (2020) Freedom of speech, freedom to teach, freedom to learn: The crisis of higher education in the post-truth era. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1773800

Anatoly V. Oleksiyenko (2020) Is academic freedom feasible in the post-Soviet space of higher education? Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1773799

Nian Ruan (2020) Accumulating academic freedom for intellectual leadership: Women professors’ experiences in Hong Kong. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1773797

Juhwan Kim (2020) Related but distinct: An investigative path amongst the entwined relationships of ideology, imaginary, and myth. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1777851

Jun Yamana (2020) Catastrophe, commemoration and education: On the concept of memory pedagogy. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1773795

Tomasz Leś (2020) The role of philosophical analysis in contemporary educational research. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1777850

Chia-Ling Wang (2020) Trauma as the turning point in opening up self-education: Embracing sorrow and this world through no-self realisation. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1777852

Nicolas Cuneen (2020) Essentialist beliefs and school governance. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1782733

Corrado Matta (2020) Neuroscience and educational practice – A critical assessment from the perspective of philosophy of science. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1773801

Michael Lanford (2020) Institutional competition through performance funding: A catalyst or hindrance to teaching and learning? Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1783246

SunInn Yun(2020)  At home and not at home in the national museum: on nostalgia and education. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1785867

Introductions to Special Issues

Guanglun Michael Mu (2020) Chinese education and Pierre Bourdieu: Power of reproduction and potential for change. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1778195

Jason Arday (2020) Race, education and social mobility: We all need to dream the same dream and want the same thing. Educational Philosophy and Theory, DOI:10.1080/00131857.2020.1777642

The Chronicle – Panel: Race, class, and the path to college

Here are links for The Chronicle June 2020 webinar panel:
In additon, the dialogue was excerpted in June 30, 2020:
Description: Some of the issues facing higher education start well before college; many racial and class disparities originate in — or are exacerbated by — the public school system. To a great extent, higher education depends on the schools, yet funding and other gaps among districts are stark, and the cultural and practical distance between school and college vast.
Join hosts Michael J. Sorrell, president of Paul Quinn College, and Scott Carlson, a senior writer at The Chronicle, and a panel of experts to discuss key questions:
* How does inequality in the K-12 school system complicate the mission of higher ed?
* How can colleges work more closely with school districts to address racial and class disparities?
* What else will it take to build a stronger pipeline to college?
Panelists include:
* Carol Johnson-Dean, interim president of LeMoyne-Owen College and former school superintendent in Boston, Minneapolis, and Memphis
Zeus Leonardo, professor of education at the University of California at Berkeley
* Kim Hunter Reed, Louisiana’s commissioner of higher educationThis forum is underwritten by the Bill & Melinda Gates Foundation.

Educational Ethics During a Global Pandemic: A Discussion Group & Research Study for Educators

Dates: 2020-07-01 - 2020-07-31
Harvard Graduate School of Education
You’re invited to participate in an online discussion group about the ethical challenges educators are facing during this pandemic. Our goals are to give space to teachers, teaching assistants, school administrators, guidance counselors, and other school-based professionals to think together about the ethics of our work in these complex times, and to add to professional development and research on these topics. Each 6-8 person, 90-minute session will be facilitated by a professor of educational ethics. Once you’ve signed up via the form (below), we will send you a Zoom link 1 day before your session. This is part of an ongoing research project based at the Harvard Graduate School of Education.
Note they feature PESA member Daniella Forster & Meira Levinson who was keynote at our 2017 conference – her speech is on PESA YouTube
Daniella Forster

Open discussion | July 2nd 4:00pm-5:30pm BST with Judith Suissa, University College London & Meira Levinson, Harvard University

Open discussion | July 21st 3:30pm-5:00pm Australian Eastern Standard Time with Daniella Forster, University of Newcastle, Australia

Teachers’ ethical obligations to their students during a pandemic | July 27sth 3:30pm-5:00pm Australian Eastern Standard Time with Daniella Forster, University of Newcastle, Australia

CFP – Special Issue for BIRE

  Prof. Jun Li,  is Chair of Critical Policy, Equity and Leadership Studies and Acting Director, Global Centre for Educational Partnership (GCEP) at Western University, Ontario, Canada. He is Associate Editor and also edits ‘China Watch’ a set of articles on policy developments in each issue of the Beijing International Review of Education (BIRE).  He is editing a Special issue for BIRE.

Global Perspectives on Educational Improvement in Post-COVID-19

Proposals with a tentative title, 500-word abstract and an updated CV should be sent with “BIRE Proposal Submission” as its subject to co-editors Dr. Melody Viczko (mviczko@uwo.ca) or Dr. Jun Li (jun.li@uwo.ca) by Aug. 31, 2020. Full papers are to be submitted by Dec 31, 2020.

Educational Philosophy and Theory -EPAT – editorials & articles – May 2020

EPAT Editorials –  Free Access

Morimichi Kato (2020) Minakata Kumagusu: The first Japanese environmentalist, Educational Philosophy and Theory, DOI: 10.1080/00131857.2020.1770612

Jānis T. Ozoliņš (2020) Aquinas, education and the theory of illumination, Educational Philosophy and Theory, DOI: 10.1080/00131857.2020.1768632

Michael A. Peters (2020) ‘Reality is an activity of the most august imagination’. When the world stops, it’s not a complete disaster – we can hear the birds sing!, Educational Philosophy and Theory, DOI: 10.1080/00131857.2020.1764268

Moses Ogunniran (2020) The opening-up of education in the new era: Communist Party of China (CCP) and the Central Committee, Educational Philosophy and Theory, DOI: 10.1080/00131857.2020.1762290

Michael A. Peters (2020) The disorder of things: Quarantine unemployment, the decline of neoliberalism, and the Covid-19 lockdown crash, Educational Philosophy and Theory, DOI: 10.1080/00131857.2020.1759190

The long Read

Philosophy of education in a new key

A collective project of the PESA executive

Michael A. Peters, Sonja Arndt, Marek Tesar, Liz Jackson, Ruyu Hung, Carl Mika, Janis T. Ozolins, Christoph Teschers, Janet Orchard, Rachel Buchanan, Andrew Madjar, Rene Novak, Tina Besley, Sean Sturm (open reviewer), Peter Roberts (open reviewer) & Andrew Gibbons (open reviewer) (2020) Philosophy of education in a new key, Educational Philosophy and Theory, DOI:: 10.1080/00131857.2020.1759194

Articles

Izram Chaudry (2020) “I felt like I was being watched”: The hypervisibility of Muslim students in higher education, Educational Philosophy and Theory, DOI: 10.1080/00131857.2020.1769603

Xin Wang (2020) Capital, habitus, and education in contemporary China: Understanding motivations of middle-class families in pursuing studying abroad in the United States, Educational Philosophy and Theory, DOI: 10.1080/00131857.2020.1767074

Robert Hassan (2020) Analogue ontology and digital disruption, Educational Philosophy and Theory, DOI: 10.1080/00131857.2020.1767075

Jaime Ahlberg (2020) Two conceptions of talent, Educational Philosophy and Theory, DOI: 10.1080/00131857.2020.1742697

Kwok Kuen Tsang, Yi Lian & Zhiyong Zhu (2020) Alienated learning in Hong Kong: A marxist perspective, Educational Philosophy and Theory, DOI: 10.1080/00131857.2020.1767588

Sophie Ward (2020) Education at the end of history: A response to Francis Fukuyama, Educational Philosophy and Theory, DOI: 10.1080/00131857.2020.1767073

Joff P. N. Bradley (2020) On the prospects of Virilio’s pedagogy of the image, Educational Philosophy and Theory, DOI: 10.1080/00131857.2020.1761330

Fiona James (2020) ‘Ethics review, neoliberal governmentality and the activation of moral subjects’, Educational Philosophy and Theory, DOI: 10.1080/00131857.2020.1761327

Peter Pericles Trifonas (2020) The semiotics of visual perception and the autonomy of pictorial text: Toward a semiotic pedagogy of the image, Educational Philosophy and Theory, DOI: 10.1080/00131857.2020.1761329

Patricia Krueger-Henney & Jessica Ruglis (2020) PAR is a way of life: Participatory action research as core re-training for fugitive research praxis, Educational Philosophy and Theory, DOI: 10.1080/00131857.2020.1762569

Kefei Xu (2020) From “opposition” to “fellowship”: Analysis on the US-China Relationship according to the dialectics of I ChingEducational Philosophy and Theory, DOI: 10.1080/00131857.2020.1750084

Ruyu Hung (2020) Ethics of memory: Forgetfulness and forgiveness in the traumatic place, Educational Philosophy and Theory, DOI: 10.1080/00131857.2020.1761331

Book Review

Morten Korsgaard (2020) To the burrow and back again. A review of Towards an ontology of teaching. Thing-centred pedagogy, affirmation and love for the World., Educational Philosophy and Theory, DOI: 10.1080/00131857.2020.1761328

News May 2020

One of our young PESA members, Mr Lin Cong, Jason, a PhD student in the Hong Kong University Faculty of Education, Social Contexts and Policies of Education Unit, has been selected for a Fulbright-Research Grants Council, Hong Kong Research Scholar Award 2020-21as Visiting Student Scholar at Harvard Graduate School of Education, USA for 10 months starting in 2021. Jason’s research is on multiculturalism and Chinese identity formation in Chinese societies, and issues of the Chinese diaspora in the United States regarding their Chineseness. This is another recognition for Jason who was awarded a 2019 PESA Research Grant. Congratulations!

Liz Jackson, PESA President has been appointed as full Professor at the Education University of Hong Kong starting September 2020.  Congratulations!