Slow Academia: Wonder, Wandering, Generosity & Presence in the University

PaTHES Thematic Webinar Series, Fall 2022

Chaired by Rikke Toft Nørgård, Aarhus University

This season of PaTHES (Philosophy and Theory of Higher Education Society) webinars explores slow academia. Typically defined in the negative – something other than frenetic, competitive, metricised, anxiety-promoting academia – its advocates are most visible in academic self-help such as Maggie Berg and Barbara K. Seeber’s (2016) The Slow Professor, and its critics on social media including the Thesis Whisperer blog (Slow academia is for the privileged) and the Post-Pandemic University (Four reasons slow scholarship will not change academia). We are delighted to host several scholars who have engaged critically with the idea of slowness – as a topic or as a mode of doing academic work – to explore possibilities for inhabiting the university differently.

Follow this link for more information and to register for the talks: https://pathes.org/slow-academia-wonder-wandering-generosity-presence-in-the-university/

  1. Webinar 1 (8 September 2022): Surviving the years of plague: Two feminist academics review Raewyn Connell’s The Good University: What universities actually do and why it’s time for radical change. Agnes Bosanquet (Macquarie University) & Barbara Grant (University of Auckland/Waipapa Taumata Rau), with Sean Sturm (University of Auckland/Waipapa Taumata Rau)
  2. Webinar 2 (29 September 2022): Wandering and wondering in the university. Frances Kelly (University of Auckland/Waipapa Taumata Rau) & Finn Thorbjørn Hansen (University of Aalborg)
  3. Webinar 3 (7 October 2022): Generosity and presence in the university: Working for change. Maha Bali (The American University in Cairo) and Alison Phipps (University of Glasgow)
  4. Conclusive Roundtable (date TBA)

Educational Philosophy and Theory – EPAT – editorials & articles – July 2022

Editorials

Yuliana LavryshIryna LytovchenkoValentyna Lukianenko & Tetiana Golub (2022). Teaching during the wartime: Experience from Ukraine. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2098714

Douglas Kellner (2022). The Uvalde, Texas school shooting massacre. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2094763

Michael A. Peters (2022). Biodigital philosophy, supercomputing and technological convergence in the Quantum Age. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2098716

Collective writing

Morimichi Kato (2022). Philosophical reflections on modern education in Japan: Strategies and prospects. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2094241

Articles

Jun Yamana (2022). Free spaces and ‘pedagogical protection’: On the asylum theory of Ortwin Henssler and its implications for education. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2094246

Fumio Ono (2022). Towards a philosophy of education built on fragile parts: Technological rationality and knowledge of pathos. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2094247

Gerard Dunne & Alkis Kotsonis (2022). Epistemic exploitation in education. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2094249

Duck-Joo Kwak (2022). Feeling lost between tradition and modernity: In pursuit of the reinvention of East-Asian subjectivities. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2094764

Shigeki Izawa (2022). Cultivating classroom democracy: Educational philosophy and classroom management for social justice. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2094244

Ruyu Hung (2022). Sense and sensibility in Japanese educational philosophy. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2094248

David Hadar (2022). Teachers as workers and the creative work ethic in education research. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2094240

Stavros Moutsios (2022). The bureaucratisation of the university: The case of Denmark. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2097069

Hugo LeticheGeoff Lightfoot & Simon Lilley (2022). Bernard Stiegler and the necessity of education is the hammer broken and so what? Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2096007

Garth StahlAmanda Keddie & Ben Adams (2022). The manosphere goes to school: Problematizing incel surveillance through affective boyhood. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2097068

Naoko Saito & Tomohiro Akiyama (2022). On the education of the whole person. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2098715

Ashley Simpson (2022). Reconfiguring Intercultural Communication Education through the dialogical relationship of Istina (Truth) and Pravda (Truth in Justice). Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2098109

Linda Knight (2022). The feminist research-creation pedagogies of BIPOC women’s cultural counter-mapping: Ecological learning through interrelationality, geontology, and cardinal ethics. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2102478

Sun Tik Wong (2022). Zhuangzi and perspectival humility. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2102479

 

 

Educational Philosophy and Theory – EPAT – editorials & articles – June 2022

Editorials

João José R. L. de Almeida (2022). The Nestroy’s motto and a decolonial Wittgenstein. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2080546

Michael A PetersChengbing WangCarl Mika & Steve Fuller (2022). Cultural Apocalypse, Western colonial domination and ‘the End of the World’. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2085554

Collective writing

Ruyu HungKatia LenehanYen-Yi LeeChia-Ling WangYi-Huang ShihYan-Hong YeCheng-Hsi ChienJui-Hsuan HungChen-Peng YuChun-Ping WangMorimichi Kato & Yasushi Maruyama (2022). Philosophy of education in Taiwan: Retrospect and prospect. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2084382

Articles

Jinfang Nie (2022). Textological studies and a new understanding of Marx’s thought in contemporary China. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2076216

Ying Liu (2022). Adapting Marxism to outstanding traditional Chinese culture: History, consensus and future. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2082938

Maurizio Toscano & John Quay (2022). “How dare you!” When an ecological crisis is impacted by an educational crisis: Temporal insights via Arendt. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2082940

Maria Ojala (2022). Climate-change education and critical emotional awareness (CEA): Implications for teacher education. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2081150

Subin Sarah Yeo & Sung-Sang Yoo (2022). Is refugee education indeed educational? The Freirean perspective to refugee education beyond humanitarian, rights, or development rationale. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2081545

William Sin (2022). Modesty, Confucianism, and active indifference. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2082939

Jian Li & Eryong Xue (2022). Circulation-chain model with constructivism and institutionalism. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2085553

Eryong Xue & Jian Li (2022). Exploring the education power in China: The basic connotation, key index, and strategic pathway. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2088352

Sally Windsor & Dawn Sanders (2022). Being bird and sensory learning activities: Multimodal and arts-based pedagogies in the ‘Anthropocene’. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2088353

Johan Dahlbeck (2022). The educational fiction of agential control: Some preliminary notes on a pedagogy of ‘as if’. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2089978

Jian Li & Eryong Xue (2022). Reimaging the panorama of international education development in China: A retrospective mapping perspective. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2090927

Ian Cantley (2022). Replicable quantitative psychological and educational research: Possibility or pipe dream? Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2090926

Ryohei Matsushita (2022). Toward an ecological view of learning: Cultivating learners in a data-driven society. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2094242

Masamichi UenoKayo Fujii & Yasunori Kashiwagi (2022). Philosophy of Minna and moral education: Manabi that encompasses everyone. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2094243

 

 

Educational Philosophy and Theory – EPAT – editorials & articles – May 2022

Editorials

Michael A. Peters (2022). Educational philosophy and post-apocalyptic survival. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2064272

Chuanbao Tan (2022). The interpretation of love and its educational realization: A comparative analysis of Nel Noddings’ caring and Confucius’ ren. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2075261

Michael A. Peters (2022). Russian apocalypse, Christian fascism and the dangers of a limited nuclear war. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2075260

Francois-Igor Pris (2022). The real meaning of quantum mechanics. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2080054

Collective Writing

Michael A. PetersAlexander MeansDavid NeilsonGeorgina Tuari StewartPetar JandrićSean SturmBen GreenDerek FordSteve FullerLiz Jackson & Eryong Xue (2022). ‘After Brexit and AUKUS’: Twitter-inspired collective writing on geopolitics of an emerging multipolar world. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2072289

Articles

Marianna Papastephanou (2022). Coming full circle: A pamphlet on Ukraine, education and catastrophe. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2071260

David R. Cole (2022). Rebooting the end of the world: Teaching ecosophy through cinema. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2071261

Ji Xue & Zhongfang Tong (2022). The implications of the thinking paradigms of British neo-Marxism. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2073217

Wu Xiangdong (2022). Contemporary Chinese axiology oriented towards the practice of reform and opening up. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2073218

Liyin Yang (2022). Chinese and Western Marxist theories of modernity: Comparing and connecting. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2073219

Cathal de Paor (2022). Using Peircean abduction to understand teacher mentoring. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2073220

Jian Li & Eryong Xue (2022). Conceptualizing and contextualizing three-dimensional interaction model of internationalization: Evidence from China. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2074834

Meghal Karki (2022). The changing cityscape of Delhi: A study of the protest art and the site at Jamia Millia Islamia and Shaheen Bagh. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2073221

Chengbing Wang (2022). Introduction for the special issue: Contemporary Chinese Marxism. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2075262

Kefei Xu (2022). Law and reproduction: Louis Althusser’s criticism of capitalist law. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2079493

Xiang Liu (2022). Materialism as a fatal strategy: Jean Baudrillard’s critical path of modernity. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2073216

Wang Yichuan (2022). Winning the hearts of the people with artistic masterpieces: An artistic aesthetic tradition of Chinese Marxism. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2079494

Lei Chen & Chengbing Wang (2022). One hundred years of Chinese dialectical logic: An academic history of logic relating to contemporary Chinese Marxism. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2080053

Stephen Chatelier & Liz Jackson (2022). The politics of humility: Humility in historical Christian thought and its educational implications. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2081149

Book reviews

Qiuyue Li & Renhua Wang (2022). Phenomenology and educational theory in conversation: Back to education itself , edited by Patrick Howard, Tone Saevi, Andrew Foran and Gert Biesta. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2072290

James M. Magrini (2022). Aporias of translation: Education, literature, and philosophy, Elias Schwieler. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2074832

Jing Zhang (2022). Foundations of embodied learning: a paradigm for education. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2074833

Peter Mayo (2022). Paulo Freire’s Philosophy of education in contemporary context: From Italy to the world. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2076217

Anne PirrieNini Fang & Elizabeth O’Brien (2022). Dancing in the dark: A survivor’s guide to the university , edited By Anne Pirrie, Nini Fang and Elizabeth O’Brien. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2072291

 

50th Philosophy of Education Society of Australasia Hybrid Conference

Dates: 2022-12-08 - 2022-12-10

Dear PESA members,

We are excited to announce PESA’s 50th annual conference. The conference will be held in Sydney, Australia on 8-10 December 2022, as well as online. The theme for our conference is ‘Philosophy of Education in Australasia: Looking Back and Looking Forward.’

The 50th conference will highlight the history of PESA since 1970 and its contributions to, and achievements within, the local and wider philosophical and educational community. Furthermore, the conference will offer opportunities to reflect on the currents of thought, approaches to philosophy of education, and changes to education that have occurred in the last 50 years. When the first PESA conference was held at the University of NSW in 1970, the place of philosophy of education in the Australian and New Zealand educational landscape was very different to what it is today.

This conference will also look forward by considering the place of philosophy in education today and in the future. It will ask: What is the role of philosophy of education in times of both uncertainty and innovation, where truths become fake, and knowledge is precarious and difficult? And, how can philosophy of education help us face contemporary political, ecological, health, humanitarian and other crises?

We invite participants to submit abstracts for presentations and panels by 1 August 2022. Submission instructions and portal details to be advised. (Note that there will be a session for postgraduate students to discuss how PESA can best support them in their research and study.)

Please find the call for papers attached (PESA-Conference-CFP_2022). We will notify you of any important updates. Information can also be found on our website: https://pesa.org.au/conference

For conference enquiries, please contact Andrew Madjar at secretary@pesa.org.au.

Seeing More-Than-Human: An Association for Visual Pedagogies Symposium on New Materialist Visual Methodologies

Date: 2022-06-16

An Association for Visual Pedagogies (AVP) event hosted by Jacoba Matapo, Sean Sturm and colleagues from the School of Critical Studies in Education at the University of Auckland.

This half-day hybrid kōrerorero addresses the role of visual methodologies in new materialist theory/practice in education and beyond. “Visualisation,” or scopic representation, is often taken to be central to Western science and its offshoots, grounding concepts such as objectivity, verification and perspective that inform much positivist and some interpretativist research. But other approaches to the visual in research are possible, many of which have been taken up by new materialist researchers: cartography (Deleuze & Guattari), diffraction (Barad), haptic vision (Puig de la Bellacasa), to name just three. In this symposium, we will explore through discussions and workshops how new materialist theorists/practitioners have exercised their visual image-ination in their research in education and beyond.

The presenters/facilitators include

  • Andrew Denton & Andrew Gibbons (AUT University)
  • Maggie Haggerty (Victoria University)
  • Jacoba Matapo (University of Auckland)
  • Rene Novak (University of Waikato)
  • Victoria O’Sullivan (University of Auckland)
  • David Rousell (RMIT University)

The event takes place on Thurs, 16 June 2022 12:00–4:00 pm NZST (time zone converter). It will be held in person in N357 at the Faculty of Education and Social Work, University of Auckland Epsom Campus (see Google Maps) and on Zoom (link).

You can register via Eventbrite (link).

More details about the symposium and discussions/workshops will follow …

Please note that

  • the symposium will be followed by the AVP Annual General Meeting from 4-6pm in person (in N357) and on Zoom (link)
  • on the morning following the symposium, 17 June from 9-11am, AVP will be holding a publishing workshop for its journal, the Video Journal of Education and Pedagogy, in person (in N357) and on Zoom (link)

Introducing Doing Rebellious Research

Burnard, P., Mackinlay, E., Rousell, D., & Dragovic, T. (Eds.) (2022). Doing rebellious research in and beyond the academy. Brill.

When you open this book, you are immediately invited to remember the moment when you did something truly and utterly rebellious: something so unruly, undutiful, and ungovernable that, once you had begun, there was no turning back. From there, you are encouraged to reflect on your ‘writing, life’ and ‘fly the coop’ in Cixousian style. ‘Take pleasure in jumbling the order,’ this book entices – change the furniture, dislocate and disorient things and values, break them all up and down, empty structures, and feel, dream, perform the gestures that jam the system. It is to this moment of rebellion we wilfully embrace, embody, and allure in this collection of unique chapters.

We like the word ‘rebel’ and use it deliberately everywhere in this book to invoke its etymological origins: re-bel, adj. re – ‘against, in opposition to, or again’ and bel – to be ‘obstinate, stubborn,’ ‘revolt’ or ‘wage war’; and rebel, n. ‘a person who makes war for political motives.’ For us, rebellious researchers and writing rebels are those who battle against normative standards of academic research and writing practices. We are not the first to make such moves towards rebellion; this academic writing rebellion is rooted in previous rebellions that enable us to travel this route from there and then to here and now.

The book begins with five refrains, is framed in four parts and features 24 chapters, many of which are co-authored written performances by rebellious writers who invite incitements to rebellious research and writing. The intention from beginning to end was to perform the work of writing this research differently, and, over the course of a year, the contributors shared their praxis from around the globe on Zoom and workshopped ways to keep pushing our praxis forward in the spirit of rebellious research and writing.

Haha! Here we go now!

During COVID research in and beyond here,

Returning to transdisciplinary roots/routes.

Re-think the chink, re-configure, figure.

Has the rebellion arrived yet?

We choose otherwise and plant the seeds of rebellion.

We are bringing it – we are, we see, and we gift.

This research, the practice, the writing and the academy/university.

Know, resist, and re-imagine it?

Why might you dare to?

We think and wonder with

Post this, that and t’other

Forever on the way; rebellion.

In Part 1, rebellious transdisciplinarity is researched differently; Part 2 features rebellious writings written differently; Part 3 performs rebellious theories and research methodologies differently; and, in Part 4, rebellious leaders/ship lead research and writing differently. We invite readers to approach reading this work differently. Each part includes a guide and a set of reflective questions, which we hope will make it possible for others to word the world in rebellion, in a way that matters.

Our hope for this book is that readers will feel connected to the rebellion we have begun – and join us. If you are in doubt, we invite you to welcome the principle of uncertainty as rebellious because it, too, in the folds of its dark unknowns, is also a location of possibility.

As authors, in this book, we are writing openly, vulnerably, and critically about our own conditions and contexts; the ones that matter, the ones that have come to matter most, and those that must matter if what we write about the world is to matter at all. In daring to fly, we have watched each other spread our writing wings – poised on the precipice about to leap into the abyss, beautiful and terrifying in composition, composure and compassion – and have found ourselves learning, living, loving and becoming enlightened by new ways to word the world.

Let yourself be reminded of who and what we are in rebellious academic research and writing communion. Let yourself be reminded that in the wording and worldings contained within this book, we have gathered our shared potential as a collective force ‘becoming-with’ and taking new ‘lines of flight.’

Let yourself wilfully reach your arm, armed and in arms, to stand against those forces – call them what you will, neoliberal and capitalist, colonial and imperial, white and patriarchal – that seek to constrain, contain and cancel us out.

Let yourself be inspired, as we are, to new ways of seeing yourself, new ways of encountering new research and writing that perform radical departures from the academy.

This is our provocation to you: fly, imagine, give, become.

Sustaining teaching in response to a current crisis in Ukraine: A global initiative for teacher professional development

Date: 2022-06-14

Dear colleagues,

You are cordially invited to participate in the roundtable discussion on Sustaining teaching in response to a current crisis in Ukraine: A global initiative for teacher professional development.

The roundtable discussion is aimed at bringing together practitioners, policymakers, education sector leaders, teachers, researchers working in education in emergencies or crisis settings to brainstorm ideas and to stimulate discussion on a broad range of issues.

The objectives are

  • to share beneficial practices, approaches and tools for teachers in crisis and displacement contexts;
  • to outline challenges and suggest solutions;
  • to engage teachers and policymakers in the discussion about practices, resources, policy and research to develop an action-oriented plan for improving the quality of teaching;
  • to bring out and promote the outcomes of the roundtable to empower teachers in crisis context to support their learners.

The event is organized by the Faculty of Linguistics, Igor Sikorsky Kyiv Polytechnic Institute, Ukraine and will be held online on 14 June 2022 from 10:00 a.m. to 13.00 p.m. (EEST)

Zoom link:

https://us02web.zoom.us/j/84084891307?pwd=ERREcJsqnqbJWutc_VfIvSrKkpSZq.1

We would be pleased if you could join us and be active participants in the discussion.

Sincerely yours,

Prof. Yuliana Lavrysh

lavrish.yuliana@lll.kpi.ua

A Call for Papers for the Ukrainian higher education journal Advanced Education

Date: 2022-05-09

The journal Advanced Education is hosted by the Faculty of Linguistics at the National Technical University of Ukraine and indexed by WoS, ERIC, ERIH PLUS, DOAJ, etc.

It focusses, in particular, on

  • applied linguistics research and teaching
  • STEAM education
  • higher education and adult learning.

It accommodates both empirical and theoretical research, and qualitative, quantitative and mixed methods approaches.

The editors invite submissions to three issues this year.

For the focus and scope of the journal, see http://ae.fl.kpi.ua/about. For the instructions for authors, see http://ae.fl.kpi.ua/about/submissions.

Bioinformational Philosophy and Postdigital Knowledge Ecologies

Peters, M. A., Jandrić, P., & Hayes, S. (Eds.). (2022). Bioinformational philosophy and postdigital knowledge ecologies. Springer.

The book presents a cross-disciplinary overview of critical issues at the intersections of biology and information science. Based on theories of bioinformationalism, viral modernity, the postdigital condition, and others, this book explores two inter-related questions: Which new knowledge ecologies are emerging? Which philosophies and research approaches do they require?

The book argues that the 20th-century focus on machinery needs to be replaced, at least partially, by a focus on a better understanding of living systems and their interactions with technology at all scales – from viruses, through human beings, to Earth’s ecosystem. This change of direction cannot be made by simple relocation of focus and/or funding from one discipline to another. In our age of the Anthropocene, (human and planetary) biology cannot be thought of without (digital) technology. Today’s curious bioinformational mix of blurred and messy relationships between physics and biology, old and new media, humanism and posthumanism, knowledge capitalism and bio-informational capitalism defines the postdigital condition and creates new knowledge ecologies.

The book presents scholarly research defining new knowledge ecologies built upon emerging forms of scientific communication, big data deluge, or opacity of algorithmic operations. Many of these developments can be approached using the concept of viral modernity, which applies to viral technologies, codes and ecosystems in information, publishing, education, and emerging knowledge (journal) systems. It is within these overlapping theories and contexts that this book explores new bioinformational philosophies and postdigital knowledge ecologies.

From chapter 1, ‘Biodigital Philosophy, Technological Convergence and Postdigital Knowledge Ecologies’:

New technological ability is leading postdigital science, where biology as digital information, and digital information as biology, are now dialectically interconnected. In this chapter, we firstly explore a philosophy of biodigitalism as a new paradigm closely linked to bioinformationalism. Both involve the mutual interaction and integration of information and biology, which leads us into a discussion of biodigital convergence. As a unified ecosystem, this allows us to resolve problems that isolated disciplinary capabilities cannot, creating new knowledge ecologies within a constellation of technoscience. To illustrate our arrival at this historical flashpoint via several major epistemological shifts in the post-war period, we venture a tentative typology. The convergence between biology and information reconfigures all levels of theory and practice, and even critical reason itself now requires a biodigital interpretation oriented towards ecosystems and coordinated Earth systems. In this understanding, neither the digital humanities, the biohumanities, nor the posthumanities sit outside of biodigitalism. Instead, posthumanism is but one form of biodigitalism that mediates the biohumanities and the digital humanities, no longer preoccupied with the tradition of the subject but with the constellation of forces shaping the future of human ontologies. This heralds a new biopolitics that brings the philosophy of race, class, gender, and intelligence into a compelling dialogue with genomics and information.

A special issue on reimagining academic freedom

Date: 2022-05-02

Here is a call for proposals from the journal Philosophy and Theory in Higher Education (PTHE) for a special issue on reimagining academic freedom. It is to be co-edited by Que Anh Dang (Coventry University), Liviu Matei (King’s College) and Milica Popovic (Central European University).

This special issue aims to build on this important work to understand the ways that conceptualizations of academic freedom vary in different socio-political contexts, how it is codified and how it is practised. Thus, we seek to reimagine academic freedom conceptually through the analysis of issues and malpractices that scholars around the world face. 

Although the question of who defines academic freedom, and for whom, has historical, geopolitical, cultural, and structural facets, the overt and covert threats on academic freedom across geographies and political regimes demand consideration of a global referent. In the end, attacks against academic freedom represent an existential threat to the historic mission of academia.

Please submit proposals of an extended abstract with a cover page by 13 May 2022 to Que Anh Dang, Liviu Matei and Milica Popovic at queanh.dang@coventry.ac.uk, liviu.matei@kcl.ac.uk and popovicm@ceu.edu, with the subject headline ‘Reimagining Academic Freedom’ in your email. See the cfp for further information.

The decision of the editors will be communicated by 25 May 2022.

Educational Philosophy and Theory – EPAT – editorials & articles – April 2022

Editorials

Yuliana Lavrysh (2022). Influence of COVID-19 pandemic on higher education in Ukraine: Crisis or renewal? Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2056444

Michael A. Peters (2022). New age spiritualism, mysticism, and far-right conspiracy. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2061948

Collective writing

Liz JacksonNuraan DavidsWinston C. ThompsonJessica LussierNicholas C. BurbulesKal AlstonStephen ChatelierKrissah Marga B. TaganasOlivia S. MendozaJason Lin CongAddyson Frattura & Anonymous and P. Taylor Webb (2022). Feeling like a philosopher of education: A collective response to Jackson’s ‘The smiling philosopher’. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2063719

Tribute

Michael A. Peters (Editor)Michael R. MatthewsEileen BaldryPatricia WhiteDave HillDavid AspinBruce HaynesJohn WhiteColin Lankshear & Hugh Lauder (2022). A tribute to Kevin Harris, philosopher of education. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2060817

Articles

Eryong XueShixu Tian & Jian Li (2022). Doctoral cultivation system and mechanism of university think tank in China. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2060815

Jian Li & Eryong Xue (2022). “The rising soft power”: An educational foreign exchange and cooperation policy conceptual framework in China. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2060814

Pasi Takkinen & Jani Pulkki (2022). Discovering earth and the missing masses—technologically informed education for a post-sustainable future. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2060816

J. Adam Carter & Daniella Meehan (2022). Trust, distrust, and testimonial injustice. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2037418

Derek Meyer (2022). Towards a theory of knowledge acquisition – re-examining the role of language and the origins and evolution of cognition. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2061350

Andrew James Thompson (2022). Growth and degrowth: Dewey and self-limitation. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2033214

Cristobal Bellolio (2022). Creationism is not special. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2061949

Book review

Anny Sulistyo RiniPeni Rizki & Aji Budi Rinekso (2022). What is critical in language studies: Disclosing social inequalities and injustice. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2068413

 

 

Educational Philosophy and Theory – EPAT – editorials & articles – March 2022

Editorials

Michael A. Peters (2022). Wittgenstein, Nāgārjuna and relational quantum mechanics. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2034620

Steve Fuller (2022). Eurasianism as the deep history of Russia’s discontent. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2054330

Peter McLaren (2022). Some thoughts on Canada’s ‘Freedom Convoy’ and the settler colonial state. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2051478

Michael A. Peters (2022). Wittgenstein, mysticism and the ‘religious point of view’: ‘Whereof one cannot speak, thereof one must be silent’. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2053109

Interview

Amy N. Sojot & Liz Jackson (2022). ‘No single way takes us to our different futures’: An interview with Liz Jackson. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2045949

Articles

Zaida Espinosa Zárate (2022). Problem-Based Service Learning (PB-SL): Constructing a pedagogy of poverty based on Ignacio Ellacuría. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.1993823

 

 

Derek R. Ford to launch Encountering Education: Elements for a Marxist Pedagogy

Date: 2022-04-16

Derek R. Ford is launching his new book, Encountering Education: Elements for a Marxist Pedagogy, on April 16: register here.

Derek will speak with a panel including Nazia Kazi, Jason Wozniak and Kym Smith, and introduces the book here.

John Dewey and Chinese Education: A Centennial Reflection by Huajun Zhang and Jim Garrison

Date: 2022-03-24

This first volume in the Beijing Normal University International Education Series celebrates the centennial of Dewey’s visit to China (1919–1921).

Reflecting on the history of Dewey’s visit is critical to understanding China’s modernization and to reevaluating the early efforts of the radical intellectuals in the May Fourth Movement (1919), some of whom were Dewey’s students at Columbia University. In the study, the authors critically reflect on the China-US relationship for our contemporary world. The historical, philosophical and comparative perspectives applied in this book may shed light on current conflicts.

Dewey’s thoughts were well-received by different scholars but also misperceived or misinterpreted in different historical periods. This project tries to understand the challenges of both cultures (Chinese and Western) by using this historical episode as a distant mirror to better perceive and understand the present.

By reviewing this historical event, the authors also find new space to reinterpret Eastern philosophies such as Confucianism and Buddhism. They find that there are some surprising commonalities shared by Confucianism, Buddhism, and Deweyan pragmatism that provide possibilities for seeking a more inclusive conceptual framework for education in the West as well as the East.

For further information, see https://brill.com/view/title/61948.

Huajun Zhang is Associate Professor at the Faculty of Education, Beijing Normal University (website). She has published books and articles on philosophy of education and teacher education, both in English and Chinese.

Jim Garrison is Professor of Philosophy of Education at Virginia Tech University (website). He specialises in the study of pragmatism, especially the pragmatism of John Dewey.

Re/sponse-able visual ethics

Date: 2022-04-11

Date and time

Mon 11th Apr 2022, 10:30 am – 3:30 pm NZST

Location

University of Canterbury
Rehua Building, UC Ilam Campus Christchurch NZ

Website

http://ow.ly/YQKw50HOW3b

This is a hybrid event hosted by University of Canterbury in collaboration with the Association for Visual Pedagogies and sponsored by PESA. It takes up the important topic of visual ethics as a dialogue between researchers, students, teachers and the academy – a conversation started some time ago by AVP and its friends at PESA.

We are particularly keen to facilitate robust discussion between diverse groups of scholars, students, teachers, film-makers, journalists and artists about what it means to represent learners/learning through images and their (re)production. We extend a special invitation to those who serve on ethics committees within (and beyond) the academy or who share an interest in understanding the constraints and opportunities for approaches to visual ethics that are not only responsible but ‘re/sponse-able.’

A series of short video provocations will be rolled out in the weeks leading up to this event to whet your appetite. Come prepared to dialogue, debate and learn!

Find out more:

In-person and online-only tickets are available.

  • The online meeting will take place on zoom: url to be advised closer to the time.
  • The in-person meeting is operating under the COVID-19 Protection Framework (traffic light system), so vaccine passes will be required for entry. Attendees will be asked to wear a face mask and scan in at the venue.

Date: 2022-03-15

ACCESS Special Issue Call for Papers

Computational thinking and the curriculum: Global perspectives

 

Proposal deadline: 15 May 2022

Full submission deadline: 15 September 2022

Special Issue Editors

Andrew Gibbons, Auckland University of Technology, agibbons@aut.ac.nz

Ricardo Sosa, Auckland University of Technology

Daniel Badenhorst, Macquarie University

 

Computational thinking is a relatively new and rapidly growing focus for early childhood and school curricula in many of the world’s education systems. Teachers are increasingly expected to learn computational thinking, its pedagogies, and to integrate it across the curriculum.

Computational thinking is considered a general problem-solving skill that includes abilities such as reasoning at multiple levels of abstraction, decomposing problems, and formulating clear and detailed instructions to program computers (Wing, 2006). For early childhood, primary and secondary school learners, computational thinking typically includes abilities such as formulating problems in ways that enable producing solutions using computers, logical organisation of data, abstraction through models and simulations, algorithmic thinking to automate solutions, and the pursuit of efficient and effective steps and resources (Sykora, 2021). Yet, in existent literature, the very meaning of computational thinking is hard to pin down (Denning, 2017; Hemmendinger, 2010; Kite et al., 2021).

Some common threads unite much of the literature. Nevertheless, the vast majority of the literature proposes ‘new’ and/or improved definitions and identifies different limitations to previous definitions. In addition, the nature and purpose of computational thinking in the curriculum has been the focus of critical questioning of its conceptualisation and drivers (Martins-Pacheco et al., 2020; Mehta et al., 2020). Education policy tends to guide teachers towards a simplistic, narrow, and limited understandings of computational thinking.  The cultural and political dimensions of the technology curriculum have long been overlooked, in ways that add to this instrumental focus and detract from more inclusive and critical views of computational thinking (Kafai et al., 2019; Marshall, 2000; Mills et al., 2021).

This ACCESS call for papers invites proposals for research that engages with and/or contributes to teachers’ perspectives of, and experiences with computational thinking.

The purpose of this special issue is to contribute to the meaning of computational thinking through sharing and analysing the perspectives and experiences of teachers. This practitioner focus contributes a community-led and community focused lens on computational thinking in contexts of dialogic learning (Freire, 1993).

Proposals for the special issue should detail how the paper explores:

  1. The nature and possibilities of computational thinking
  2. The views and experiences of teachers

Themes may include (but not be limited to) computational thinking and:

  1. Pedagogies
  2. Curriculum
  3. Student voice
  4. Assessment
  5. Professional development
  6. Social justice
  7. Problem-posing and inquiry-based learning

The editors invite papers that recognise the essential contribution of critical analysis of computational thinking curriculum policies and practices, and a critical approach to the ways in which the endpoint of the algorithm constrains the actual process of thinking.

Submission instructions

Proposals for position papers (up to 2,000 words) and research papers (up to 5,000 words) should be 300 to 500 words in length.

For inquiries regarding the special issue and the submission of proposals please contact Andrew Gibbons at agibbons@aut.ac.nz

Timeline:

Proposals due by: 15 May 2022

Confirmation of acceptance by: 1 June 2022

Full submissions due by: 15 September 2022

Submissions reviewed by: 1 November 2022

References

Denning, P. J. (2017). Remaining trouble spots with computational thinking. Communications of the ACM, 60(6), 33-39. https://doi.org/10.1145/2998438

Freire, P. (1993). Pedagogy of the oppressed. Continuum.

Hemmendinger, D. (2010). A plea for modesty. ACM Inroads, 1(2), 4–7. https://doi.org/10.1145/1805724.1805725

Kafai,  Y.  B.,  Proctor,  C.,  &  Lui,  D.  A.  (2019).  Framing  computational  thinking  for  computational  literacies  in  K-12 education. In, Proceedings  of  the  Weizenbaum  Conference  2019  “Challenges  of  Digital  Inequality  –  Digital  Education, Digital Work, Digital Life” (pp. 1-6). https://doi.org/10.34669/wi.cp/2.21

Kite, V., Park, S., & Wiebe, E. (2021). The code-centric nature of computational thinking education: A review of trends and issues in computational thinking education research. Sage Open, 11(2), https://doi.org/10.1177/21582440211016418

Marshall, J. D. (2000). Technology, education, and indigenous peoples: The case of Māori. Educational Philosophy and Theory, 32(1), 119-131. https://doi.org/10.1111/j.1469-5812.2000.tb00438.x

Martins-Pacheco, L., von Wangenheim, C., & Alves, N. (2020). Polemics about computational thinking: Digital competence in digital zeitgeist–Continued search for answers. In, Proceedings of the 12th International Conference on Computer Supported Education (CSEDU 2020), (pp 499-506). https://doi.org/10.5220/0009797104990506

Mehta, R., Creely, E., & Henriksen, D. (2020). A profitable education: Countering neoliberalism in 21st century skills discourses. In J. Keengwe & G. Onchwari (Eds.), Handbook of Research on Literacy and Digital Technology Integration in Teacher Education (pp. 359-381). IGI Global. https://doi.org/10.4018/978-1-7998-1461-0.ch020

Mills, K., Coenraad, M., Ruiz, P., Burke, Q., & Weisgrau, J. (2021). Computational thinking for an inclusive world: A resource for educators to learn and lead. Digital Promise. https://doi.org/10.51388/20.500.12265/138

Sykora, C. (2021). Computational thinking for all. ISTE. https://www.iste.org/explore/Solutions/Computational-thinking-for-all

Wing, J.M. (2006). Computational thinking. Communications of the ACM, 49(3), 33–36. https://doi.org/10.1145/1118178.1118215

 

Educational Philosophy and Theory – EPAT – editorials & articles – February 2022

Editorials

Jeff Stickney (2022). Surveying educational terrain with Wittgenstein and Foucault. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2030708

Bill Cope & Mary Kalantzis (2022). The cybernetics of learning. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2033213

Georgina Tuari StewartMelitta HogarthSean Sturm & Brian Martin (2022). Colonization of all forms. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2040482

Michael A. Peters (2022). Digital trade, digital economy and the digital economy partnership agreement (DEPA). Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2041413

Interview

Liz JacksonAmy N. Sojot & Tina Besley (2022). An ‘accidental or unintentional academic’ on becoming a leading philosopher of education: An interview with Tina Besley. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2041411

Collective writing

Michael A. PetersBenjamin Green & Steve Fuller (2022). China’s rise, the Asian century and the clash of meta-civilizations. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2032654

Gina A. OpinianoLiz JacksonFranz Giuseppe F. CortezElizer Jay de los ReyesMarella Ada V. Mancenido-BolañosFleurdeliz R. Altez-AlbelaRodrigo AbenesJennifer MonjeTyrene Joy B. BasalPeter Paul E. ElicorRuby S. Suazo & Rowena Azada-Palacios (2022). Philosophy of education in a new key: A collective writing project on the state of Filipino philosophy of education. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.2008357

Onur KaramercanJacoba MatapoOlivera KamenaracDavid Taufui Mikato Fa’avaeSonja ArndtRuth IrwinFrans KrugerCarl MikaMahaman Yaou Abdoul BassidouMarek Tesar & Pablo Del Monte (2022). Engaging and developing community in digital spaces: Approaches from the Editorial Development Group. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2041412

Articles

Ewa Latecka (2022). Humanising pedagogy: A politico-economic perspective. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2032653

Soon Ye Hwang (2022). Time we do not have: The challenges of silence in an emancipatory, conversation-oriented curriculum. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2033211

Heather Battaly (2022). Educating for intellectual pride and ameliorating servility in contexts of epistemic injustice. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2033212

Elena Tuparevska (2022). Learning in nature: an amplified human rights-based framework. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2035721

Swatee Sinha & Anjali Gera Roy (2022). Philosophy, education and visceral politics of the now. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2034618

EryongXue & Jian Li (2022). What is the value essence of “double reduction” (Shuang Jian) policy in China? A policy narrative perspective. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2040481

John Ambrosio (2022). Problematizing truth-telling in a post-truth world: Foucault, parrhesia, and the psycho-social subject. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2034619

Yann-Ru Ho & Wei-Chieh Tseng (2022). Power to the people: Education for social change in the philosophies of Paulo Freire and Mozi. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2040484

Kevin Kester (2022). Global citizenship education and peace education: toward a postcritical praxis. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2040483

 

Educational Philosophy and Theory – EPAT – editorials & articles – January 2022

Collective writing

Michael A. PetersNesta DevinePeter RobertsSean SturmSharon RiderAndrew GibbonsFazal Rizvi & James Dunagan (2022). On the Public Pedagogy of Conspiracy: An EPAT Collective Project. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.2009342

Tina BesleyLiz JacksonMichael A. PetersNesta DevineCris MayoGeorgina Tuari StewartE. Jayne WhiteBarbara StengelGina A. OpinianoSean SturmCatherine LeggMarek Tesar & Sonja Arndt (2022). Philosophers and professors behaving badly: Responses to ‘named or nameless’ by Besley, Jackson & Peters. An EPAT collective writing project. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.2015322

Articles

Jian Li & Eryong Xue (2022). Exploring the epistemology of internationalization at home: A scoping review approach. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.2022473

Brad Evans & Julian Reid (2022). The religious left: How the left lost its argument and fell into a moral abyss. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.2017886

Book reviews

Anna Rumjahn (2022). The mind and teachers in the classroom: Exploring definitions of mindfulness, by Remy Y. S. Low, 2021. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.2023497

Educational Philosophy and Theory – EPAT – editorials & articles – December 2021

Editorials – Free Access

Ronald Barnett (2021). Locating the philosophy of higher education – and the conditions of a philosophy of higher education. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.2010545

Susanne Brighouse (2021). Nearly two decades as Managing Editor of Educational Philosophy and Theory: A changing role with a changing journal in a changing world. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.2006058

 

Collective writing

Michael A. PetersPetar JandrićSteve FullerAlexander J. MeansSharon RiderGeorge LăzăroiuSarah HayesGreg William MisiaszekMarek TesarPeter McLaren & Ronald Barnett (2021). Public intellectuals in the age of viral modernity: An EPAT collective writing project. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.2010543

Marek TesarIris DuhnSusan Naomi NordstromMirka KoroAnna SparrmanAlex OrrmalmRuthie Boycott-GarnettChristina MacRaeAbigail HackettAaron M. KuntzLaura Trafí-PratsGail BoldtPauliina RautioJasmine B. UlmerHillevi Lenz TaguchiKarin MurrisWalter Omar KohanAndrew GibbonsSonja Arndt & Karen Malone (2021). Infantmethodologies. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.2009340

Marek TesarMargarita Ruiz GuerreroEeva AnttilaJan NewberryAnette HellmanJohn WallCharla Rochella Santiago-SaamongLinnea BodénHui YuAtsushi NanakidaClaudia Diaz-DiazYuwei XuSusanna TrnkaVeronica Pacini-KetchabawFikile NxumaloZsuzsa MilleiKaren Malone & Sonja Arndt (2021). Infantographies. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.2009341

Georgina Tuari StewartLiana MacDonaldJacoba MatapoDavid Taufui Mikato Fa’avaeBruce Ka’imi WatsonRyse Kahikuonalani AkiuBrian MartinCarl Mika & Sean Sturm (2021). Surviving academic Whiteness: Perspectives from the Pacific. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.2010542

Morimichi KatoRyohei MatsushitaMasamichi UenoKayo FujiiYasunori KashiwagiNaoko SaitoTomohiro AkiyamaFumio OnoMika OkabeJun YamanaShigeki IzawaYasushi MaruyamaMiyuki OkamuraRuyu Hung & Duck-Joo Kwak (2021). Philosophical reflections on modern education in Japan: strategies and prospects. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.2017884

Rulin XuYodpet WorapotHongjun TianXiyuan ZhangYi ZhangHazzan Moses KayodeMichael Adrian PetersBenjamin GreenFazal Rizvi & Cathy Ping Xie (2021). International education in the Asian Century: Decline of Anglophone dominance? Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.2017885

 

Articles

Greg William Misiaszek (2021). An ecopedagogical, ecolinguistical reading of the Sustainable Development Goals (SDGs): what we have learned from Paulo Freire. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.2011208

Antony FaragLuke Greeley & Andrew Swindell (2021). Freire 2.0: Pedagogy of the digitally oppressed. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.2010541

David Nally (2021). Post-truth, education and dissent. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.2000389

Lauren Ila Misiaszek (2021). Salutations: An epilogue in letters. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.1999227

Flora Liuying Wei & Penny Enslin (2021). Comparative philosophy of education: Reading Zehou Li (李泽厚)’s philosophy in a postcolonial time. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.2006633

Kefei Xu (2021). Avant-garde against institutionalization: “China’s university revolution” during Great Cultural Revolution (1966–1976) from the perspective of Tel Quel intellectuals. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.2013802

Ian James Kidd (2021). Corrupted temporalities, ‘cultures of speed’, and the possibility of collegiality. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.2017883

S. KarnovskyB. Gobby & P. O’Brien (2021). A Foucauldian ethics of positivity in initial teacher education. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.2016390

Joff P. N. Bradley (2021). Experiments in negentropic knowledge: Bernard Stiegler and the philosophy of education II. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.1999228

 

Book reviews

Petar Jandrić (2021). Postdigital positionality: Developing powerful inclusive narratives for learning, teaching, research and policy in higher education, by Sarah Hayes, Leiden: Brill, 2021, 318 pp., USD52.00 (paperback), ISBN 13: 978-90-04-43025-9. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.2012762

Aji Budi RineksoIntan Pertiwi & Fikri Yanda (2021). The impacts of neoliberal discourse and language in education: Critical perspectives on a rhetoric of equality, well-being, and justice, edited by Mitja Sardoc, Routledge, 2021, USD44.05 (e-book), ISBN 9780367815172. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.2012761

Ruyu Hung (2021). Dunhuang grottoes and global education: Philosophical, spiritual, aesthetic and scientific insights. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.2014817

Amy Hanna (2021). The epistemology of deceit in a postdigital era: Dupery by design. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.2017277

Sapikzal PratamaTemmy Renaldi Setia Bakti & Fikri Yanda (2021). Teaching human rights in primary schools: Overcoming the barriers to effective practice, by Alison E. C. Struthers. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.2017278

Dian SetiawatiMelita Sari Purba & Fikri Yanda (2021). Critical reflections on the language of neoliberalism in education: Dangerous words and discourses of possibility. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.2011207

 

Critical Theory in the Global/Indigenous South

Dates: 2021-12-18 - 2022-03-01

Kia ora, talofa!

The School of Critical Studies in Education at the University of Auckland calls for critical and critical-creative contributions to a forthcoming special issue of Knowledge Cultures on what it is to do critical theory in the Glocal South.

For the sake of argument, we propose two problems with critical theory:

  1. Critical theory can embody a certain geopolitical paradox: historically, it is a Western European intellectual tradition and practice rooted in the ‘Enlightenment,’ but, epistemologically, it aims to produce ideas and outcomes that are true anywhere. As a result, when it is taken up elsewhere, it can be seen as colonial, or, at the very least, to have ‘travelled’ strangely.
  2. Critical theory can express a certain positional paradox: it is at once inherently ‘suspicious’ (of the status quo of social relations and phenomena, e.g., in ideology or texts) and utopian (in its hopes for social transformation). Thus, it can seem, at once, hyper-‘critical’ and, to use a phrase beloved of its critics, ‘wildly impractical.’

And, yet, critical theory has been a powerful inspiration for intellectual work among Indigenous or ‘Southern’ scholars, and a powerful instrument of social change in indigenous communities and the Global South. It has thus enabled people to speak back to global forces that emanate from elsewhere such as colonialism, racism, neoliberalism, environmental exploitation and patriarchy.

You may choose to address one or more of the following questions:

  • What does critical theory mean for you – and your community – here (where you are) and now?
  • How does critical theory ‘travel’? (How has it been indigenised or Southernised, i.e., glocalised?)
  • What does critical theory enable us to do, in practical terms? (How is it transformative or creative?)

We welcome contributions that adopt participant-led, post-qualitative or arts-based methodologies, and contributions from scholars at all stages in their academic careers and practitioners.

Important dates

1 March 2022: abstracts (c. 200 words) submitted to And Pasley (a.pasley@auckland.ac.nz) and Sean Sturm (s.sturm@auckland.ac.nz)

1 April 2022: contributors invited to submit a full paper (c. 7500 words)

1 July 2022: manuscripts submitted to the editors for peer review

1 September 2022: peer reviews sent to the contributors

1 November 2022: deadline for submission of revised manuscripts

1 December 2022: special issue published

For further details about abstracts, important dates and the peer review process, please see the Knowledge Cultures Call for Papers – Critical Theory in the Global:Indigenous South.

Kirsten Locke, Jacoba Matapo, And Pasley, Sean Sturm

A new issue of Interstices: The Arts of Spinoza + Pacific Spinoza

A special issue of Interstices: Journal of Architecture and Related Arts on Spinoza has now been published: “The Arts of Spinoza + Pacific Spinoza,” edited by Eu Jin Chua and Farzaneh Haghighi. See https://interstices.ac.nz/index.php/Interstices/issue/view/37

As Chua writes in the introduction,

there are probably more people interested in Spinoza now than any other time in history. It seems more true than ever that Spinoza is a philosopher of our time; toss a stone, hit a Spinozist (even in New Zealand). There is a “current flourishing of Spinoza studies all over the world” (Steenbakkers, 2018, p. 20). Carlisle and Melamed (2020) even suggest that the Spinoza resurgence constitutes a paradigm shift: “In many ways, Spinoza is now replacing Kant and Descartes as both the compass and the watershed of modern thought” (p. 9). The recognition of Spinoza as a watershed owes something to Jonathan Israel’s work (2001), the argument of which, supported by a vast range of historical documents, might be summarised as: Spinoza was the invisible demiurge of modernity since everyone had read him, yet he was so heretical that no-one could admit it. Perhaps this is one practical matter that explains the burgeoning of Spinoza: we can now all admit it. Meaning there’s never been a better time to study Spinoza. (p. 17)

This publication comes out of a symposium in Auckland that was partly funded with a conference grant from PESA. It features articles by Sue Ruddick, Michael LeBuffe, Carl Mika, Sean Sturm and Stephen Turner, Gokhan Kodalak, Jonathan Lahey Dronsfield, and Paul James, with an introduction by Eu Jin Chua. It is open access.

Educational Philosophy and Theory – EPAT – editorials & articles – November 2021

Editorials – Free Access

Michael A. Peters (2021). The geopolitical rebirth of the Anglosphere as a world actor after Brexit. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.1991791

Michael A. Peters (2021). From the ‘Yellow Peril’ to the ‘Asian Century’. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.1983428

Petar Jandrić & Peter McLaren (2021). From learning loss to learning opportunity. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.2010544

Articles

Jian Li & Eryong Xue (2021). New pedagogical trends in China’s teacher education: A holistic policy text analysis. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.1999803

Meera Baindur (2021). Teaching dissent: Epistemic resources from Indian philosophical systems. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.1997740

Quassim Cassam (2021). Misunderstanding vaccine hesitancy: A case study in epistemic injustice. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.2006055

Michalinos Zembylas (2021). Rethinking political socialization in schools: The role of ‘affective indoctrination’. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.2006634

Jwalin Patel (2021). The role of dissent, conflict, and open dialogue in learning to live together harmoniously. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.2006057

Christopher J. MayRyan Wittingslow & Merethe Blandhol (2021). Provoking thought: A predictive processing account of critical thinking and the effects of education. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.2006056

Eryong XueJian Li & Xingcheng Li (2021). Mapping historical trends of sustainable rural education policy development in China. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.2008358

Book reviews

Helen May (2021). The Routledge international handbook of Froebel and early childhood practice: Rearticulating research and policy, edited by Tina Bruce, Peter Elfer, Sacha Powell, & Louie Werth, Routledge, 2019. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.1991790

Call for papers – Special issue on Filipino philosophy of education

Date: 2021-12-15

Editors: Gina A. Opiniano, University of Santo Thomas, and  Liz Jackson, Education University of Hong Kong

While relatively unknown outside the country, Filipino philosophy is gaining more attention among scholars, educators, and philosophy communities in the Philippines. This growing discussion generates analysis of the various facets substantiating what is ‘organic’ and distinct about Filipino philosophy. One major aspect of interest in Filipino philosophy is education. Reflecting on the nature, aims, and problems of education, Filipino philosophy of education investigates philosophical issues and emerging trends of philosophical thinking in education which are distinctive to the Filipino context. Filipino philosophy of education has a rich potential that encompasses revisiting cultural and historical narratives, considering inclusivity, re-evaluating the educational system, challenging existing pedagogies, and re-discovering indigeneity (Opiniano et al., forthcoming). In this context it is worth exploring further.

This call for papers invites philosophical and theoretical reflections that bring to the fore the state of Filipino philosophy of education, and discussions about the nature of Filipino cultural, political, and intellectual heritage: its roots and influences, sources in indigenous philosophy, Filipino vernaculars (such as the use of mother tongue language in education), the postcolonial context of the nation, intersecting contemporary trends in the philosophy and education, or other explorations that emphasize what is distinctive and significant in the Filipino experience, in relation to the country’s unique history as well as international conversations and global challenges faced today.

In particular, contributions that delve into the following questions are welcome:

  • What is the state of Filipino philosophy of education?
  • What are the intersections between Filipino philosophy and philosophy of education?
  • What is unique about Filipino philosophy of education within a global context?
  • What is the future of Filipino philosophy of education?

Potential authors are first advised to send an abstract of 500 words or less to the editors at gaopiniano@ust.edu.ph by December 15, 2021. After review of abstracts, invited full papers (of no more than 6000 words including references) should be submitted for peer review by March 15, 2022.

References

Gina A. Opiniano, Liz Jackson, Franz Giuseppe F. Cortez, Elizer Jay delos Reyes, Marella Ada V. Mancenido-Bolaños, Fleurdeliz A. Albela, Rodrigo D. Abenes, Jennifer D. Monje, Tyrene Joy B. Basal, Peter Paul E. Elicor, Ruby S. Suazo, Rowena Azada-Palacios, Philosophy of Education in a New Key: A Collective Writing Project on the State of Filipino Philosophy of Education. Educational Philosophy and Theory, forthcoming.

Educational Philosophy and Theory – EPAT – editorials & articles – October 2021

Editorials – Free Access

Michael A. Peters (2021). Civilizational collapse, eschatological narratives and apocalyptic philosophy. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.1991789

Interviews

Liz Jackson & Amy N. Sojot (2021). ‘If someone discovers these gentle pot-stirrings…’: An interview with Nesta Devine. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.1984229

Articles

Chengbing WangMichael A. PetersWang YichuanWu XiangdongNie JinfangZhang LiboXue JiLei ChenYang LiyinLiu Ying & Liu Xiang (2021). Contemporary Chinese Marxism: Basic research orientations. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.1981858

Eryong Xue & Jian Li (2021). Standardization of compulsory schooling in China: Politics, practices, challenges and suggestions. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.1986696

Jian Li & Eryong Xue (2021). Unpacking policy evaluation and measurement of creating world-class universities in China: an integrated policy analysis. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.1972412

Guanglun Michael Mu & Bonnie Pang (2021). Repurposing field analysis for a relational and reflexive sociology of Chinese diasporas. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.1993822

Michael A. PetersChengbing WangHan ZhenShi ZhongyingShen XiangpingLei ChenYu XinFu YulianXu Kefei & Wei Fei (2021). Contemporary Chinese Marxism: Social visions and philosophy of education – An EPAT collective project. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.1993824

Book reviews

Maya LestariNurhasanah & Euis Kurniati (2021). [Review of the book Neoliberalism and early childhood education: markets, imaginaries and governance, by G. Roberts-Holmes & P. Moss]. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.1993825

Linda Henderson (2021). [Review of the book Children and the ethics of creativity: Rhythmic affectensities in early childhood education, by V. J. Hargraves]. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.1994387

Barbara Katz Rothman (2021). [Review of the book Women, biomedical research and art: A relationality in tension by ninette rothmüller, by N. Rothmüller]. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.1986697

James M. Magrini (2021). [Review of the book Environmental consciousness, nature and the philosophy of education, by M. Bonnett]. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.1987881

Winter School in Empirical Philosophy of Education Madrid, 7-9 February 202

Dates: 2022-02-07 - 2022-02-09

The Winter School in Empirical Philosophy of Education Madrid, 7-9 February 2022, is on the theme

Post-Critical Approaches in Educational Research: Epistemology, Methodology, and Ethics

How can educational research approach educational realities in a way that is caring, rather than critical? And what would it mean to adopt such a post-critical research attitude in terms of source materials and methods? Post-criticality takes issue with the critical research stance since it narrows down the philosophical relation to reality to demystification, defamiliarization, and deconstruction. Instead, postcriticality approaches our attachments to educational practices from the inside out, while trying to understand these practices at face value.

The aim of this winter school is to flesh out what it means to do educational research from a postcritical perspective in terms of the kind of knowledge that is generated (epistemology), to think over the kind of tools that are mobilized when conceptualizing educational realities (methodology), and to reconsider the relation between theory development and the educational practice that is being studied (ethics). Theoretically, the winter school builds on work that has been done by authors like Bruno Latour, Rita Felski, Isabelle Stengers, and Annemarie Mol. We seek to explore the potential of their writings for doing educational research.

During the Winter School we aim to experiment with ways of making educational situations and practices present, assuming that theory development is always driven by what these situations and practices demand. Therefore, the starting point of our discussions and explorations is concrete and material, e.g., vignettes, field notes, historical sources, teacher diaries, movies, and autoethnographic accounts. Practical experiments with source materials and methods will be alternated with more theoretical reflections concerning the epistemology, methodology, and ethics of a post-critical research stance.

Workshops

There are three workshops:

  • Histories that Matter: Reassembling the Past with ANT and Bruno Latour (Anne Rohstock, University of Tübingen)
  • How to Do (Speculative) Things with Stories? (Martin Savransky, Goldsmiths, University of London)
  • What We Think about when We Think about Critique: Latour Revisited (Ramon del Castillo, UNED Madrid)

Applications

The Winter School is free of charge, but places are limited. It is mainly but not exclusively aimed at early and middle career scholars. PhD students are especially encouraged to apply. To do so, please send a CV and a motivation letter stating your interest in the school (max. 1 page each) to hans.schildermans@univie.ac.at. If you are an early career researcher, please also state whether or not you want to apply for a scholarship, detailing expected travel and accommodation costs. Depending on the applications received, a number of scholarships of up to €400 each will be awarded.

The deadline for applications is 15 November 2021.

Sponsors and organizing committee

The Winter School is sponsored by the Philosophy of Education Society of Great Britain (PESGB) and hosted by the Autonomous University of Madrid (AUM). The organizing committee is Hans Schildermans (University of Vienna), Bianca Thoilliez (Autonomous University of Madrid), Joris Vlieghe (KU Leuven) and Kai Wortmann (University of Tübingen).

PDSE Newsletter autumn 2021

PDSE NEWSLETTER AUTUMN 2021

PDSE 3(3) is now online! We are grateful to all authors and reviewers for your continued support.

CALL FOR PAPERS: Postdigital Soundscapes: Sonics, Pedagogies, Technologies.  – Special Issue, edited by Derek R. Ford (DePauw University),  scheduled for October 2022. Please find the Call for Papers under this link.  Extended abstract Submission deadline is 1 December 2021.    

CALL FOR PAPERS: Education in The Automated Age – Special Issue,  edited by Neil Selwyn, Carlo Perrotta (Monash University, Australia), Thomas Hillman, Annika Bergviken-Rensfeldt (University of Gothenburg, Sweden),  scheduled for January 2023. Please find the Call for Papers under this link  Abstract Submission deadline is 24 January 2022.    

POSTDIGITAL SCIENCE AND EDUCATION BOOK SERIES complements the Postdigital Science and Education journal and together they provide a complete, whole-rounded publishing ecosystem for researchers working in the field. The journal and the book series have the same name and Editor-in Chief but are editorially independent and have separate Editorial Boards.

Published and forthcoming books for 2021-2022:

Forthcoming: 

  • Bioinformational Philosophy and Postdigital Knowledge Ecologies, Michael Peters, Petar Jandrić, and Sarah Hayes (Eds)
  • Postdigital Ecopedagogies: Genealogies, Contradictions, and Possible Futures,  Petar Jandrić and Derek Ford (Eds)
  •  Postdigital Theologies: Technology, Belief, and Practice, John Reader and Maggi Savin-Baden (Eds)  Please find the Call for Chapters under this link and also enclosed to this Newsletter. Extended deadline for extended abstracts is 1 November 2021.
  • Human Data Interaction, Disadvantage and Skills in the Community: Enabling Cross-Sector Environments for Postdigital Inclusion edited by Sarah Hayes, Stuart Connor, Matt Johnson, Michael Joplin (Eds). Connecting Cross-sector Community Voices: Data, Disadvantage, and Postdigital Inclusion. Please find the Call for Chapters under this link and also enclosed to this Newsletter. Deadline for full chapter submission is 1 March 2022.
  • If you would like to pitch a book proposal, please get in touch.

We wish everyone to stay safe and healthy in the Covid-19 pandemic!

Petar Jandrić, Editor-in-Chief, and PDSE Editorial Team

FORTHCOMING PDSE ISSUES – Accepted articles are immediately published as Online First and compiled into issues according to the following schedule:

  • PDSE 4(1) – January 2022 (Special Issue)
  • PDSE 4(2) – April 2022 (Regular Issue)
  • PDSE 4(3) – October 2022 (Regular Issue)

Educational Philosophy and Theory – EPAT – editorials & articles – September 2021

Editorials – Free Access

Michael A. Peters (2021). Western civilization 101. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.1971968

James Reveley (2021). Future possible educational selves and the many worlds interpretation of quantum mechanics. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.1977626

Ruyu Hung (2021). Self-cultivation through art: Chinese calligraphy and the body. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.1977624

Michael A. Peters (2021). ‘Declinism’ and discourses of decline -the end of the war in Afghanistan and the limits of American power. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.1982694

Articles

Ashok Collins & Manuel Clemens (2021). From play to self-cultivation: Contesting the opposition between Bildung and Ausbildung in language education. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.1972413

Juha SuorantaNina HjeltTuukka Tomperi & Anna Grant (2021). Reinventing Paulo Freire’s pedagogy in Finnish non-formal education: The case of life skills for all model. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.1974839

Ali A. Abdi (2021). Freireian and Ubuntu philosophies of education: Onto-epistemological characteristics and pedagogical intersections. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.1975110

Julian Sefton-Green & Luci Pangrazio (2021). The death of the educative subject? The limits of criticality under datafication. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.1978072

Ruth Irwin & Te Haumoana White (2021). Negentropy for the anthropocene; Stiegler, Maori and exosomatic memory. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.1970525

Brian Smith (2021). Hannah Arendt on anti-Black racism, the public realm, and higher education. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.1978071

Noor E Jannat (2021). Untangling pedagogical eros: Toward an erotic model of education. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.1977625

Wioletta Kazimierska-Jerzyk (2021). From the Carracci to Joseph Beuys — on the principles of dissent in art education. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.1981857

Michael Joseph Viola (2021). We made the road for walking and now we must run: Paulo Freire, the Black Radical Tradition, and the inroads to make beyond racial capitalism. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.1980721

Qiang Zha (2021). How should liberal arts education evolve in the twenty first century? An exploration of universities in China and beyond1. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.1984228

Brad M. Petitfils (2021). Seduction and scissiparity: The American crisis of adolescent identity. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.1986003

 

Educational Philosophy and Theory – EPAT – editorials & articles – August 2021

Editorials – Free Access

Georgina Tuari Stewart (2021) Defending science from what? Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1966415

Michael A. Peters & Tina Besley (2021) Making democracy safe for the world? Philosophy of war, peace and democracy Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1960503

Judy Bullington (2021) East-West relational imaginaries: Classical Chinese gardens & self cultivation Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1965875

Articles

Tina Besley, Liz Jackson & Michael A. Peters (2021) Named or nameless: University ethics, confidentiality and sexual harassment Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1952865

Anonymous (2021) Bolsonaro and pandemic denial: some considerations on the leader, anti-intellectualism, and nationalism Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1954287

Jian Li & Eryong Xue (2021) Characterizing graduate education development for creating world-class universities: Evidence from doctoral education in China Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1948834

Greta Goetz (2021) A song of teaching with free software in the Anthropocene Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1962706

Eryong Xue & Jian Li (2021) Study on the education governance system to deal with major public crisis in China Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1965877

Kristy Forrest (2021) Burning beds and political stasis: Bernard Stiegler and the entropic nature of Australian anti-reflexivity Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1963228

Derek R. Ford (2021) Marx’s inquiry and presentation: The pedagogical constellations of the Grundrisse and Capital Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1967741

Jian Li & Eryong Xue (2021) How talent cultivation contributes to creating world-class universities in China: A policy discourse analysis Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1965876

Onur Karamercan (2021) Revisiting the place of philosophy with Heidegger: Being-in-academia Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1972414

Ting Pei (2021) Deleuze and Rorty on hope: Educating hope against neoliberalism Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1971969

Alexander B. Pratt (2021) Teaching curriculum theory as a Baradian apparatus Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1972415

Sunji Lee (2021) Coexistence between attention and distraction: An attempt to bridge the gap between Bernard Stiegler and Walter Benjamin Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1969912

 

 

Call for Articles, Columns, & Reviews – Voices for Educational Equity

close view of graffiti wall

Photo by Jon Tyson on Unsplash

Call for Articles, Columns, & Reviews – Voices for Educational Equity (formerly Success in High-Need Schools Journal)

Volume 17, Number 2: Walking the Talk

Volume 18, Number 1: Partnerships: Teacher Shortages, Affordability, Competency, and Equity

The journal has broadened its mission to become more national and international in scope with a newly established editorial board, and has a new name, Voices for Educational Equity, which better reflects contemporary educational priorities, including growing societal concerns about impacts of inequity.  The journal will continue to highlight scholarly research and innovative ideas and practices on emerging as well as persistent longtime issues, and to invite the perspectives of all stakeholders in order to promote a productive dialogue and will continue its open access format, posted twice each year.

We invite scholars and scholar practitioners to submit articles that will be refereed, and expanded content to include book and media reviews and our established format of scholarly articles and opinion columns.  Editorial board members will review issues for final editorial approval before they are posted.

The COVID-19 pandemic exacerbated decades long issues that educators have grappled: chronic teacher shortages, rising educational costs which combined with high student debt and modest educator salaries reduce the career attractiveness of the teaching profession, and inequities in school funding between wealthy and poor districts, as well as persistent racial inequities.  It appears that the new Biden administration will provide leadership in addressing such problems.  Consequently, the journal invites authors to  contribute pieces for upcoming issue on the themes, Walking the Talk  and Partnerships.

Walking the Talk invites presenters at the Center for Success annual conference, June 11, 2021, to submit their presentations in the form of scholarly articles or opinion columns to the journal by September 1, 2021.  The conference Call seeks presentation proposals that describe successful programs or practices implementing policy goals in areas such as:

  • diversity, equity, structural injustices and student achievement
  • teacher leadership and professional development
  • reimagining education including lessons learned (in-person, remote, and hybrid teaching)
  • student social and emotional learning

Partnerships Authentic partnerships are born out of opportunities to create “win/win” outcomes.  For example, university stakeholders in education who want to increase the number of teacher leaders in their programs might partner with a school district to improve teacher retention by creating career pathways via teacher leader endorsements educators earn in Teacher Leader program.  As well, a third ‘win’ may occur as teacher longevity increases their effectiveness bringing about higher student achievement.  Partnerships might also increase both efficiency and effectiveness in preparing teachers while inspiring and building a PK-12 pipeline to college in minority, urban and rural communities, or might result in using educational resources more productively.  In addition to featuring innovative partnerships between schools and colleges at all levels, the journal invites ways that governments, foundations, and non-profits, plus stakeholders such as parents, communities, and businesses might become partners.  The deadline for submissions is January 15, 2022.

Articles and columns should be submitted as Word document email attachments to Jerry Berberet, editor (wgberberet@aol.com).  Case studies addressing equity concerns are especially welcomed.  Articles and case studies should be 2,500-5,000 words and include a short author bio, an abstract of 100-200 words, a brief review of relevant research literature bearing on the article subject, and a reference bibliography.  Columns are opinion pieces, ordinarily of 500-1,000 words, reflecting the views of the author.  Book reviews should be 500-750 words in length.  Authors are invited to email Jerry Berberet or call (850-766-2656) to discuss a potential submission, request referee protocols, or to ask questions.  Google Success in High-Need Schools Journal to review past issues of the Journal.

Recovery, reconfiguration, and repair: Mobilising the social sciences and humanities for a post-pandemic world (conference)

Dates: 2021-11-11 - 2021-11-12

Alfred Deakin Institute 2021 Conference

11-12 November, 2021

Human crises of the magnitude of the COVID-19 pandemic expose the foundations of our lives and compel questions about the possibilities for our futures. The pandemic – a crisis simultaneously medical, cultural, political, ecological, and economic – has carved new fault-lines within our societies, intensified existing ones, and also opened new possibilities for care and human solidarity. The possibilities of a post-COVID world, then, rest not only on questions of vaccination or herd immunity, but on multifaceted, human processes of recovery, reconfiguration, and repair.

In this global, interdisciplinary conference we invite panels and papers that draw from the humanities and social science disciplines to attend to these urgent tasks of recovery, reconfiguration, and repair. In doing so, we also acknowledge and invite consideration of the ways in which the COVID-19 pandemic represents only one of many intersecting crises, both acute and ongoing, with which many people and places have had to contend. These include the ongoing crises of settler colonialism and postcoloniality, climate change, ecological destruction, as well as what theorist Lauren Berlant describes as the crisis ordinariness of precarious life in late capitalism. We seek to attend, as well, to the unequal distributions of risk and vulnerability throughout the pandemic, including between the Global South and North.

The conference will be held in a blended format, with in-person participation at Deakin University’s Burwood campus in Melbourne, and virtual participation options.

Keynotes:

  • Professor Janet Roitman, The New School, New York. Author of Anti-crisis (Duke University Press, 2013)
  • Professor Deborah Lupton, Centre for Social Research in Health, University of New South Wales, Sydney. Co-editor of The COVID-19 crisis: Social perspectives (Routledge, 2021)
  • A/Prof Katerina Teaiwa, Australian National University, Canberra. Author of Consuming Ocean Island: Stories of people and phosphate from Banaba (Indiana University Press, 2015)
  • Bhiamie Williamson, Centre for Aboriginal Economic Policy Research (CAEPR), Australian National University, Canberra
  • Dr América Molina del Villar, Centre for Research and Advanced Studies in Social Anthropology (CIESAS), Mexico.

Keynote and panel abstracts: https://adi.deakin.edu.au/2021-conference-panels-and-keynotes

Conference details and registration: https://adi.deakin.edu.au/events/2021-conference (registration opens soon)

Conference convenors: Dr Victoria Stead, A/Prof Maurizio Melan

Enquiries: Arif Saba at adi-events@deakin.edu.au

Making democracy safe for the world? Philosophy of war, peace and democracy -CFP

An invitation  – CFP

 

 

This call is for 3000 word papers suitable for publication as a Column in PESA AGORA at https://pesaagora.com/.

 

 

Please follow the PESA AGORA house style with limited references (no more than five) and conversational style. Papers may also be chosen to be published in Educational Philosophy and Theory.

Check out our EPAT editorial, ‘Making democracy safe for the world? Philosophy of war, peace and democracy’  which is also published here in PESA Agora.

To answer this call, please submit an abstract of 250–300 words to Tina Besley () and/or Michael Peters () by September 30th.

 

Guiding questions for this CFP

How much does it cost to make the world safe for democracy?

Does democracy at home necessitate war abroad?

What is the history of liberal democracies in terms of conflict around the world?

Is it the end of liberal democracy and liberal education?

How deeply implicated are universities in the ‘military-industrial-academic’ complex?

To what extent are schools incorporated in training for war?

Is there an effective global authority capable of controlling or settling armed disputes?

To what extent has Cold War assumptions and institutions failed to ensure global peace or promote democracy?

Is the US economy a war economy and does it require war to prosper?

Is war and conflict an inevitable part of the human condition?

What is your prognosis for war in the twenty-first century?

Can education make a difference?

Inaugural Stoicon-x Melbourne – 30 October, 9.45am-5pm

The inaugural Stoicon-x Melbourne is part of events around the globe celebrating Stoic Week 2021.

Saturday 30 October , 9.45am to 5pm at the Greek Centre for Contemporary Culture, Level 3, 168 Lonsdale Street in Melbourne’s CBD.

Stoicon-x is designed for people interested in taking their first steps on a journey to a Stoic life or for those who are already living a Stoic life and want to delve deeper into how and why it’s a valid philosophy for life in the unfolding world of covid.

One of the main principles of Stoicism is to focus on what we are able to control ourselves. With this in mind, we are working towards holding an entertaining and educational in-person event on Saturday 30 October, 2021. As covid and lockdowns are not in our control, event details may change and we will endeavour to keep this website as up to date as possible in the lead up to the event.

Stoicon-x keynote speakers include Stoic practitioners and academics

Stoic Week is an annual event that invites everyone to ‘live like a Stoic for a week’. Started in the UK, since 2012 over 20,000 people have signed up to give Stocism a try.  Participants complete a questionnaire before starting and another at the end that enables organisers to assess how much following Stoic life guidance has benefitted participants. To date the results have consistently shown that people who give Stocism a try see a reduction in negative emotions and an increase in life satisfaction. Melbourne’s event will introduce interested Victorians to Stoicism and help them understand how to live like a Stoic, why it is becoming increasingly popular as a way to live and how to apply Stoic principles to the world today.

To purchase tickets, use this link

Educational Philosophy and Theory – EPAT – editorials & articles – July 2021

Editorials – Free Access

Michael A Peters (2021) ‘Global Britain’: the China challenge and Post-Brexit Britain as a ‘science superpower’ Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1951228

Doug Kellner (2021) Cultural Marxism, British cultural studies, and the reconstruction of education Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1926982

Michael A. Peters (2021) The early origins of neoliberalism: Colloque Walter Lippman (1938) and the Mt Perelin Society (1947) Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1951704

Articles

Luís Cordeiro-Rodrigues (2021) African higher education and decolonizing the teaching of philosophy Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1945438

Jian Li & Xue Eryong (2021) New directions towards internationalization of higher education in China during post-COVID 19: A systematic literature review Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1941866

Liz Jackson (2021) Ethical leadership means sharing power: an interview with Felicity Haynes Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1950530

Daniel E. Crain, Stephanie Hollings, Hazzan Moses Kayode, Moses Oladele Ogunniran, Yodpet Worapot, Paola Guañuna, Tahira Yasmeen, Anum Riaz, Artem Samilo, Yuhan Jiang, Ogunyemi Folasade Bolanle, Liz Jackson & Sean Sturm (2021) Knowledge socialism in the COVID-19 era: a collective exploration of needs, forms, and possibilities Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1952864

Gert Biesta, Kathleen Heugh, Hana Cervinkova, Lotar Rasiński, Sam Osborne, Deirdre Forde, Alison Wrench, Jenni Carter, Carl Anders Säfström, Hannah Soong, Suzanne O’Keeffe, Kathryn Paige, Lester-Irabinna Rigney, Leah O’Toole, Robert Hattam, Michael A. Peters & Marek Tesar (2021) Philosophy of education in a new key: publicness, social justice, and education; a South-North conversation Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1929172

Marek Tesar, Kathy Hytten, Te Kawehau Hoskins, Jerry Rosiek, Alecia Y. Jackson, Michael Hand, Peter Roberts, Gina A. Opiniano, Jacoba Matapo, Elizabeth Adams St. Pierre, Rowena Azada-Palacios, Candace R. Kuby, Alison Jones, Lisa A. Mazzei, Yasushi Maruyama, Aislinn O’Donnell, Ezekiel Dixon-Román, Wang Chengbing, Zhongjing Huang, Lei Chen, MichaelA. Peters & Liz Jackson (2021) Philosophy of education in a new key: Future of philosophy of education Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1946792

Lavinia Marin, Sean Sturm & Joris Vlieghe (2021) Notes on note-making: Introduction Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1939008

Obituary

Michael Peters, Colin Lankshear, Lynda Stone, Paul Smeyers, Linda Tuhiwai Smith, Roger Dale, Graham Hingangaroa Smith, Nesta Devine, Robert Shaw, Nesta Devine, Bruce Haynes, Denise Philips, Kevin Harris, Marc Depaepe, David Aspin, Richard Smith, Hugh Lauder, Mark Olssen, Nicholas C Burbules, Peter Roberts, Susan L Robertson, Ruth Irwin, Susanne Brighouse & Tina Besley (2021) Collective obituary for James D. Marshall (1937–2021) Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1948399

Book Review

Sean Sturm 2021) The Cultural Politics of Education Policy in India Today: Sean Sturm interviews Shivali Tukdeo on her book India Goes to School: Education Policy and Cultural Politics; India goes to school: Education policy and cultural politics Shivali Tukdeo (National Institute of Advanced Studies, India) and Sean Sturm (University of Auckland, New Zealand); Springer. Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1951227

Justice, Democracy, and Education: Call for papers on John Rawls

Date: 2021-07-01

2021 is the fiftieth anniversary of the publication of John Rawls’s A Theory of Justice and also the centenary of his birth. The Philosophy of Education Society of Turkey (Eğitim Felsefesi Derneği) is calling for submissions that address Rawls’s work on the broad theme of Justice, Democracy, and Education.

Manuscript should be around 4500 words. The issue will be translated into Turkish.

Indicative timeframe:

  • July 2021: Call for contributions
  • August 2021: Contributors confirmed
  • September 30, 2021: Articles submitted
  • October 2021: Editing and publication

Please contact Raşit Çelik (Ankara University, Turkey) for more information: rcelik@alumni.iu.edu.

Dr Shirley Smith – PESA founding member obituary

PESA is sad to announce the death of Dr Shirley Smith at the age of 93 on July 3, 2021.

Shirley was one of the five Members of the Informal Planning Committee (1969-70) that brought PESA into existence.
She was a Foundation Member of PESA and was active at Annual Conferences and in the PESA Sydney Branch 1970-1977.
More broadly, she is fondly remembered for her long-standing leadership in pursuing women’s rights, especially at the University of New South Wales.
Other members of the Informal Planning Committee also reached advanced age: Anna Hogg: 101, Bill Andersen and Les Brown: 99. Clearly PESA has strong bones, and if it can survive as long as its founders, it will be a mighty effort.

Educational Philosophy and Theory -EPAT – editorials & articles – June 2021

Editorials – Free Access

Kjetil Horn Hogstad (2021) Plasticity and education – an interview with Catherine Malabou Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1940140

Michael A. Peters (2021) US-China relations: Towards strategic partnerships Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1937994

Articles

Ariel Sarid & Maya Levanon Rethinking the theory of communities of practice in education: Critical reflection and ethical imagination Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1935234

Marija Czepil & Oresta Karpenko (2021)  Mykola Shlemkevych (1894–1966): anthropological principles of human research Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1933944

Eryong Xue & Jian Li (2021) Exploring the type-based vocational education system: Insights from China Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1934668

Wenwei Luo, Ilene R. Berson, Michael J. Berson & Sophia Han (2021) Between the folds: Reconceptualizing the current state of early childhood technology development in China Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1933945

Jan McArthur (2021) Critical theory in a decolonial age Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1934670

Austin Pickup (2021) Toward a historical ontology of the infopolitics of data-driven decision-making (DDDM) in education Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1935232

Santosh Jaising Thorat (2021) Stiegler’s automaton and artisanal mode of learning Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1938543

Benjamin Herm-Morris (2021) Education and the dislike society: The impossibility of learning in filter bubbles Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1935233

Emnet Tadesse Woldegiorgis (2021) Configurations of progress and the historical trajectory of the future in African higher education Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1940955

Huiwen Gao (2021) The status quo of online and offline moral education classroom barriers and connecting paths Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1945439

Jonathan Lahey Dronsfield (2021) Dissenting non-dissenting: ‘resistance through culture’ Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1933943

Marek Tesar, Michael A. Peters, Jayne White, Jennifer Charteris, Andrea Delaune, Genevieve Thraves, Fiona Westbrook, Nesta Devine & Georgina Tuari Stewart (2021) Infantilisations Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1933432

Maria Mihaela Grajdian (2021) Education as subversive practice: Takarazuka Revue’s performative re-enactments of the Cold War Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1946794

 

 

 

 

 

Educational Philosophy and Theory 2020 Impact Factor has increased

Great News: The 2020 Journal Citation Reports™ & CiteScore™ have been released by Clarivate and Scopus respectively.

The Impact Factor of EPAT has increased from 1.415 to 1.645. The journal now ranks 189 out of 264 in the Education & Educational Research subject area.

The CiteScore of EPAT has increased from 1.5 to 1.7. The journal now ranks  30 out of 166 in the History and Philosophy of Science category and 559 out of 1319 in the Education category.

Congratulations and thank you to Editor-In Chief, the editorial team, all authors and peer reviewers, and of course our readers. A wonderful collaborative effort.

 

  • EPAT Editor-in-Chief , Michael A. Peters, FRSNZ, is Distinguished Professor of Education at Beijing Normal University & Honorary Senior Research Fellow at University of Auckland.
  • For general enquiries please contact the Managing Editor at epat.journal@pesa.org.au
  • to join PESA and receive your copy of EPAT, go to membership

Educational Philosophy and Theory -EPAT – editorials & articles – May 2021

Editorials – Free Access

Nesta Devine (2021) Lessons from history: Agnotology and the crown Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1915762

Derek R. Ford & Petar Jandrić (2021) Postdigital Marxism and education Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1930530

Taylor Webb & Petra Mikulan (2021) Escape education Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1926983

Michael A. Peters & Petar Jandrić (2021) Surreal economics, fiscal stimulus, and the financialization of public health: Politics of the covid-19 narrative Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1929170

Chengbing Wang & Michael A. Peters (2021)  Contemporary Chinese Marxism: disciplines, teaching platforms and status quo of basic academic research Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1929171

Articles

Marla Beth Morris (2021) Michel Serres: Divergences Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1917370

Rowena A. Azada-Palacios Hybridity and national identity in post-colonial schools Educational Philosophy and Theory,  doi.org/10.1080/00131857.2021.1920393

Andrew Gibbons, Michael A. Peters, Georgina Tuari Stewart, Marek Tesar, Neil Boland, Viktor Johansson, Nicky de Lautour, Nesta Devine, Nina Hood & Sean Sturm (2021) Infantologies II: Songs of the cradle. An EPAT Collective Writing Project Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1906646

Rachel Anne Buchanan, Daniella Jasmin Forster, Samuel Douglas, Sonal Nakar, Helen J Boon, Treesa Heath, Paul Heyward, Laura D’Olimpio, Joanne Ailwood, Scott Eacott, Sharon Smith, Michael Peters & Marek Tesar (2021) Philosophy of Education in a New Key: exploring new ways of teaching and doing ethics in education in the 21st century Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1880387

Jonghun Kim (2021) ‘In numbers we trust’: Statistical data as governing technologies in the era of student achievement and school accountability Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1920394

Emile Bojesen (2021) Educational resistance Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1927702

Bo Wang (2021) Research on the teaching innovation model of undergraduate musical ecology course under computer network environment Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1905516

Chris Peers (2021) Catastrophe or apocalypse? The anthropocenologist as pedagogue

Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1903434

Brandon Sherman & Annela Teemant (2021) Agency, identity, power: An agentive triad model for teacher action Educational Philosophy and Theory,  doi.org/10.1080/00131857.2021.1929174

Eryong, Xue & Jian Li (2021) Optimizing and improving the strategical development of urban schools in China: A policy analysis Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1929169

José María Ariso (2021) The teacher as persuader: On the application of Wittgenstein’s notion of ‘persuasion’ in educational practice Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1930529

Julien Kloeg & Liesbeth Noordegraaf-Eelens (2021)  Ambiguous authority: reflections on Hannah Arendt’s concept of authority in education Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1930864

Book Reviews

Victoria O’Sullivan (2021) Tara Page’s Placemaking: A New Materialist Theory of Pedagogy: A Becoming Book-Review Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1917366

Jeremy Knox (2021) Posthumanism and the digital university: Texts, bodies and materialities (Lesley Gourlay, 2020), Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1923004

Review Symposium

Paul Gibbs, Claudia Alejandra Rozas Gomez & Petra Mikulan (2021)  Claudia Rozas Gómez, Paul Gibbs and Petra Mikulan on Peter Roberts and Herner Saeverot’s Education and the limits of reason: Reading Dostoevsky, Tolstoy and Nabokov, with a response from the authors, Roberts, P., & Saeverot, H. (2018 Routledge) . Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1923005

 

The Case for Academic Plagiarism Education – Webinar

Date: 2021-05-21

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

FRIDAY, 21 MAY 2021

11:30 AM – 01:00 PM (IST) |            6:00 PM – 7:30 PM (NZ)

Join us on ZOOM  https://us06web.zoom.us/j/84904116855 Password: JGU

RSVP: Ms. Sapna Sharma, Phd@jgu.edu.in

 

Educational Philosophy and Theory -EPAT – editorials & articles – April 2021

Editorials – Free Access

David Neilson (2021) Reading Marx again Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1906648

Henry A. Giroux (2021) Trumpism and the challenge of critical education Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1884066

Michael A. Peters (2021) The Americanisation of human rights Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1914895

David Coady (2021) Conspiracy theory as heresy Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1917364

Articles

Rauno Huttunen & Leena Kakkori (2021) Heidegger’s critique of the technology and the educational ecological imperative Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1903436

Dianne Mulcahy  (2021) Enacting affirmative ethics in education: a materialist/posthumanist framing Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1907744

Michael A. Peters, Liz Jackson, Ruyu Hung, Carl Mika, Rachel Anne Buchanan, Marek Tesar, Tina Besley, Nina Hood (open review), Sean Sturm (open review), Bernadette Farrell (open comment), Andrew Madjar (open comment) & Taylor Webb (open comment) (2021) The case for academic plagiarism education: A PESA Executive collective writing project Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1897574

Bakhtiar Shabani Varaki, Alireza Sadeqzadeh Qamsari, Meisam Sefidkhosh, Seyed Mahdi Sajjadi, Reza Mohammadi Chaboki, Tahereh Javidi Kalatehjafarabadi, Hojjat Saffarheidari, Meisam Mohammadamini, Omid Karimzadeh, Ramazan Barkhordari, Saeid Zarghami-Hamrah, Michael A. Peters & Marek Tesar (2021) Philosophy of education in a new key: Reflection on higher education in Iran Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1905517

Jong-pil Yoon (2021) Is historical thinking unnatural? Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1914584

Chloe Humphreys, Sean Blenkinsop & Bob Jickling (2021) Education, sustainable or otherwise, as simulacra: A symphony of Baudrillard Educational Philosophy and Theory,  doi.org/10.1080/00131857.2021.1915125

Masami Yamamoto  (2021) The tendency of educational thought of “the ancient studies” in the Edo Confucianism: A focus on the thought differences between Ito Jinsai and Ogyu Sorai Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1914583

Tadashi Nishihira & Jeremy Rappleye (2021)Unlearning as (Japanese) learning Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1906644

Omar Moumni (2021) Neither Occidentalism nor Orientalism in Al Hajari’s Nasir al- Din ala al-Qawm al-Kafirin 1611–1613  Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1915123

Anat Wilson  (2021)Towards an understanding of metacognition(ing) through an agential realism framework Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1915763

John Weaver (2021) Serres and the university Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1917371

John Weaver (2021) Serres’ science Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1917369

Nuraan Davids  (2021) Academic freedom and the fallacy of a post-truth era Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1917363

Yasuo Imai (2021) Material basis of learning: From a debate on teaching the area of a parallelogram in 1980s Japan Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1906645

Tal Gilead & Gideon Dishon (2021) Rethinking future uncertainty in the shadow of COVID 19: Education, change, complexity and adaptability Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1920395

Robin A. Bellingham (2021) Reef pedagogy: A narrative of vitality, intra-dependence, and haunting Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1917365

Joel White (2021) On significative exergy: toward a logomachics of education Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1903435

Morimichi Kato (2021) Introduction Distance matters: a hermeneutical approach to Japanese humanistic traditions Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1920321

Eryong Xue & Jian Li  (2021) Cultivating high-level innovative talents by integration of science and education in China: a strategic policy perspective Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1918545

John A. Weaver & Marla Beth Morris  (2021) Michel Serres: a pedagogical life Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1917368

UN Sustainable Development Goals: SDG 4 – Quality Education – International Webinar

Date: 2021-05-09

SDG #4 – Quality Education Workshop

9th May 2021 2PM – 5PM IST – India Std Time

✅✅ Register Here Now

#sdg #sdg4 #qualityeducation #education #un #unsdg #globalgoals

📕 You can probably #read and #write well, But do you know that there are a lot of children who can’t read or write? A #quality #education is the starting point for everything.

 

 

 

 

 

 

📘Over 265 million children are currently out of school. In many cases, even the children who do attend school lack basic reading and math literacy.

 

📗 Join with us to learn more about the SDG #4,  gain #insights and learn how you can take #actions to increase Quality Education. Our Webinar will contain #speeches from #internationally #inspiring speakers around the world and much more content that will help everyone to achieve this SDG together.

 

📙We also offer an important e-Certificate for successful completion

 

 

 

PESA Midwinter Zoomfest

Date: 2021-08-27
Dear PESA Members
We are excited to announce our event, PESA Midwinter Zoomfest, that will be held on Friday, 27 August 2021 (10am – 12pm AEST; 12pm – 2pm NZST).
This event will give you opportunities to present, view presentations, attend panel discussions, and hear our keynote speakers, Carl Mika and Liz Jackson.
For more information about the event, please see the flyer.
We look forward to being able to connect again as a society.

If you’d like to take part, please join PESA 

Ngā mihi

Andrew Madjar

Secretary
PESA

Postdigital Humans: Transitions, Transformation and Transcendence – new book

 

Postdigital Humans: Transitions, Transformation and Transcendence, edited by Maggi  Savin-Baden, (Springer, 2021) is the first book in the Postdigital Science and Education book series.  It illustrates that the development and use of postdigital humans is occurring rapidly, but often in unexpected ways and spaces, and explores approaches to developing and using postdigital humans and the impact they are having on a postdigital world. This book presents current research and practices at a time when education is changing rapidly with digital, technological advances. In particular, it outlines the major challenges faced by today’s employers, developers, teachers, researchers, priests and philosophers such as the possibility for using postdigital humans for teaching, training and practice.

The first section of the book begins with an exploration of the ideas and concepts associated with postdigital humans. The second section provides both a practical and philosophical stance toward the use of postdigital humans in education. The final section explores the overlapping constructs of philosophy, ethics and religion. Postdigital Humans: Transitions, Transformation and Transcendence in many ways brings together concerns over agency, the wider complex ecology of techno-capitalist relations, notions of individual self-determination and ways in which humanity needs to come to understand and act in the postdigital world.

CFP – Special issue of ACCESS: Contemporary Issues in Education – Leadership for Justice.

 

Call for papers 

Leadership for Justice

‘Leadership’ studies have focussed around the relationship between the leaders and the led; but what about the wider implications, the consequences for the not-led? How can leadership become more oriented to wider issues of social justice rather than to the efficacy of their leadership within their own institutions? The current world amply rewards those who can lead their followers, be they in corporations, schools or universities, to success in competitive terms. Can leadership success be evaluated in terms more embedded in notions of ethics, aesthetics, and social justice?

You are invited to submit a paper (up to 6,000 words) or commentary (approximately 2,000 words) on these issues. To indicate your interest, please submit a brief abstract of your paper by June 1, 2021 to accesseditorial@pesaagora.com. Full manuscripts will be due by September 1, 2021.

We look forward to receiving your submission.

Land Education, Place, and Climate Justice in Early Childhood – RECE virtual event

Kia ora koutou

Reconceptualizing Early Childhood Education (RECE) invites you to join us for the second event in RECE’s (In)justices and Counteractions in Early Childhood Contexts virtual engagement series.

 

Land Education, Place, and Climate Justice in Early Childhood.    REGISTER NOW
Wed, April 28, 2021
8:00 PM – 9:30 PM Eastern (New York)

Thur, 29 April, 2021
10:00-11:30 AM Australian Eastern Time

Please convert to your local time zone via this link

This event, featuring Diana Gómez, Anna Lees, Jenny Ritchie, Catherine Hamm and Jeanne Marie Iorio, and moderated by Megan Bang, will cover issues and concerns with Land Education, Place, and Climate Justice as they relate to and are impacted by early childhood practices and everyday activisms.

This conversation is a space for minoritised perspectives in political, social, and educational contexts to take root. Central to this discussion is embedding and foregrounding Indigenous, kinship and climate perspectives and relationalities as more than just some alternative, but rather, essential ways to understand the world.

The event includes an audience Q & A as well as a 30-minute informal “salon” conversation session with the audience following the formal program.

You can register for this event on the RECE website

Become a member of the vibrant RECE community: join now!

Educational Philosophy and Theory -EPAT – editorials & articles – March 2021

Editorials – Free Access

Dustin Garlitz & Joseph Zompetti (2021) Critical theory as Post-Marxism: The Frankfurt School and beyond,  Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1876669

Dustin Garlitz (2021) Neo-Kantianism as philosophy of culture: Cassirer, Simmel, and the Bildung tradition in contemporary German intellectual thought Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1879052

Articles

Hirotaka Sugita (2021) Re-envisioning personhood from the perspective of Japanese philosophy: Watsuji Tetsuro’s Aidagara-based ethics Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1897571

Trinadh Nookathoti  (2021) The dichotomy in India’s education system – A macro level analysis Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1897568

Reiko Muroi (2021) Literacy and tactility: An experience of writing in Kuzuhara Kôtô Nikki (Kuzuhara Kôtô’s diary) Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1897572

Virgilio A. Rivas (2021) Stiegler and the task of tertiary retention: on the amateur as an educational subject Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1897569

Satoji Yano & Jeremy Rappleye (2021) Global citizens, cosmopolitanism, and radical relationality: Towards dialogue with the Kyoto School? Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1897570

Ciarán Ó Gallchóir & Oliver McGarr (2021) An Irish perspective on initial teacher education: How teacher educators can respond to an awareness of the ‘absurd’ Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1901080

Mike Ward (2021) Ilyenkov’s ideal: Can we bank on it? Educational Philosophy and Theory doi.org/10.1080/00131857.2021.1901687

Chris Duncan, Minkang Kim, Soohyun Baek, Kwan Yiu Yoyo Wu & Derek Sankey (2021) The limits of motivation theory in education and the dynamics of value-embedded learning (VEL) Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1897575

Morimichi Kato (2021) The educational function of Japanese arts: An approach to environmental philosophy Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1904396

Scott Webster (2021) Spiritual education for a post-capitalist society Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1901686

Michael A. Peters, Alexander J. Means, David P. Ericson, Shivali Tukdeo, Joff P. N. Bradley, Liz Jackson, Guanglun Michael Mu, Timothy W. Luke & Greg William Misiaszek (2021) The China-threat discourse, trade, and the future of Asia. A Symposium Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1897573

Joff P. N. Bradley (2021) On the curation of negentropic forms of knowledge Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1906647

João M. Paraskeva (2021) ‘Did COVID-19 exist before the scientists?’ Towards curriculum theory now Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1888288

 

Global Classroom: Globalization and Higher Education Internationalization – Speaker Series

In order to explore the futures of international higher education post COVID-19, in particular, the pedagogical strategies of “Internationalization at Home,” the Institute of Education at Xiamen University offers ‘Globalization and Higher Education’ bilingual graduate course in Spring 2021. Setting up as a ‘global classroom’, the course uses both online and offline hybrid learning mode, in order to build a Collaborative Online International Learning (COIL) community.

Focusing on ‘Globalization and Higher Education Internationalization’ renowned scholars are invited to give lectures and interact with the participants on a series of topics. The COIL community read and discuss relevant literature and apply what they learn from the speaker series to collaborate on small group projects of shared interests. The 1st lecture, on March 23rd, by Dr. Philip Altbach,Boston College Center for International Higher Education, focusing on “The Future of Higher Education in the PostCovid World—International Perspectives” drew over 180 participants from China, USA, Canada, Cameroon, Tanzania, Malaysia, Japan, Australia, and other countries.

The speaker series is open to faculty and students as well as alumni of the Institute of Education, faculty and students in Xiamen University Xiang’an Campus, Zhang Zhou campus, and Malaysia campus, as well as alumni from both home and abroad.

Speaker Series:

1. 8-9am, Tuesday, March 30th (Beijing Time) Dr. Darla Deardorff, Executive Director of the Association of International Education Administrators; Research Scholar at Duke University:

“Global and Intercultural Competencies: Student Learning Outcomes in Internationalization of Higher Education”

2. 8-9am, Tuesday, April 6th (Beijing Time) Dr. Brett Perozzi, Vice President for Student Affairs, Weber State University:

“Student Affairs and Services in Global Perspective”

3. 8-9am, Tuesday, April 13th (Beijing Time) Dr. Reitumetse Obakeng Mabokela, Vice Provost for International Affairs and Global Strategies, University of Illinois at Urbana-Champaign

“Diversity, Equity, and Inclusive Internationalization”

Ways to Join the Global Classroom:

  1. Online Lecture (8:00-9:00): Download Zoom-Meeting ID: 951 8147 1143 (Passcode: 237246)
  2. Offline Class (8:00-9:40): Limited Number, Application Required. Please email your personal information with a brief participation rationale at sophycxy@xmu.edu.cn (Professor Sophy)
  3. After-class online discussion on Canvas learning system (Anytime): Unlimited Number, Application Required. Please email your name, email address and a brief participation rationale at sophycxy@xmu.edu.cn (Professor Sophy)

If you would like to access to the course material, please contact Professor Sophy at QQ: 396536485.

Special thanks to Weber State University for sharing this valuable learning opportunity with Xiamen University community.

 

Sophy Cai leading the Global Classroom, Xiamen University, 2021

Bloomsbury Book series – Introductions to World Philosophies

Series Editor Monika Kirloskar-Steinbach

Assistant Series Editor Leah Kalmanson

Regional Editors Nader El- Bizri, James Madaio, Sarah Mattice, Takeshi Morisato, Pascah Mungwini, Omar Rivera and Georgina Stewart

 

Bloomsbury Introductions to World Philosophies delivers primers reflecting exciting new developments in the trajectory of world philosophies. Instead of privileging a single philosophical approach as the basis of comparison, the series provides a platform for diverse philosophical perspectives to accommodate the different dimensions of cross-cultural philosophizing. While introducing thinkers, texts and themes emanating from different world philosophies, each book, in an imaginative and path-breaking way, makes clear how it departs from a conventional treatment of the subject matter. 

Here is a flyer for the first 4 books in the series.

Bloomsbury Introductions to World Philosophies series flyer

 

Daya Krishna and Twentieth-Century Indian Philosophy is an introduction to the work of one of the most significant Indian philosophers of the 20th century. 

 

 

 

Maori Philosophy is a concise introduction, addressing core philosophical issues including Maori notions of the self, the world, epistemology, the form in which Maori philosophy is conveyed, and whether or not Maori philosophy has a teleological agenda. 

 

 

 

A Practical Guide to World Philosophies is a teaching guide for instructors looking to broaden their view of philosophy, diversify their teaching or discover a new way of thinking about our place in the world. 

 

 

Philosophy of Science and The Kyoto School is an introduction to 20th-century Japanese philosophy that uses the founding members of the Kyoto School and their impact on the philosophy of science to explain central ideas.