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

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

Encyclopedia of Educational Philosophy and Theoryest 2018

Encyclopedia of Teacher Educationest 2019-20

Encyclopedia of Educational Innovationest 2019-20

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


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

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

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


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

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

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

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


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

Kia ora  – Hello everyone

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

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

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

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

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

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

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

Please see the full CFP at before submitting an abstract. Proposals with a tentative title, 300-word abstract, and author(s) listed should be sent to editor Dr. Greg William Misiaszek ( and Dr. Tsegay  ( by September 15, 2020.

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

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

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

Special Issue Editors


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



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



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


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

EPAT Editorials – Free Access

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

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

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

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

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

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

The Long Read

Philosophy of education in a new key. A collective project

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


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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Book Review

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

Video Journal of Education & Pedagogy now on Scopus

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

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

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

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

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

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

Call for Papers – Volume 40

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

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

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

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

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



Editor – Nina Hood

Deputy Editor – Marek Tesar

Editorial Administrator – Andrew Madjar



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

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

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

He is editing a Special issue for BIRE:

Global Perspectives on Educational Improvement in Post-COVID-19

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

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

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

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



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



Equity-Oriented Teacher Education: Conceptual Perspectives and Practical Approaches

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

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


Living and thinking crisis



From Trevor Hogan, Editor of Thesis Eleven: 

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

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

Thesis Eleven Online Project: Living and Thinking Crisis. or

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

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

EPAT Editorials – Free Access

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

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

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

The Long Read

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

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


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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Introductions to Special Issues

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

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

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

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

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

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

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

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

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

CFP – Special Issue for BIRE

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

Global Perspectives on Educational Improvement in Post-COVID-19

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

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

EPAT Editorials –  Free Access

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

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

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

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

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

The long Read

Philosophy of education in a new key

A collective project of the PESA executive

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


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

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

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

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

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

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

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

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

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

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

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

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

Book Review

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

News May 2020

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

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