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. 

Date Extended – Abstracts for online AVP Conference 2021 – ‘Exploring Visual Worlds of Education’ – 9 April

Date: 2021-04-09

**Call for abstracts extended** to April 9

We are now calling on researchers, practitioners, artists, film-makers, producers and innovators, and all those with an interest in educational development, future focused education, education into sustainable futures, teaching innovation, educational and interdisciplinary research in all curriculum areas, and philosophy of education to submit an abstract for the online AVP Conference 2021; ‘Exploring Visual Worlds of Education’.

This event will be a chance for us to not only explore new ways of teaching, learning, being and connecting, but also inspire as well as problematize the current technological shift in education,  developing new understandings of visual cultures, frameworks for engagement and visual modes of production. Following the conference, there will be publishing and production opportunities to share, showcase and learn from others who work with visualities.

Abstracts submission deadline has been extended to April 9, – see link for more details (including submission guidelines). see also the earlier notice in PESA Agora

Environmental Justice and Education – Special Issue, International Studies in Sociology of Education

International Studies in Sociology of Education (ISSE) has a Special Issue on  Environmental Justice and Education, guest editor, Dr. Greg Misiaszek.

AVP Conference June 9-11, 2021 — Exploring Visual Worlds of Education, in context of Crises and New Spaces of Opportunities

The Association for Visual Pedagogies (AVP) Conference June 9-11, 2021 is in collaboration with Western Norway University of Applied Sciences, Bergen, Norway:

Exploring Visual Worlds of Education, in context of Crises and New Spaces of Opportunities 

Exploring Visual Worlds of Education  addresses  our ever-shifting global context. The 2021 hybrid conference will feature both asynchronous and synchronous events. The asynchronous events will consist of pre-recorded presentations from the key notes and artistic events.

The paper sessions, symposiums and workshops will be synchronic events following a time and place schedule.  A limited number of workshops will be held on site (Norway, Bergen campus) and can be attended virtually.

If you are interested in ANY aspect of visuality (video, art, film, image) and its relationship to learning this conference is for YOU! It is free to AVP members and you can join by following the links:

AVP Conference registration: https://www.hvl.no/en/research/conference/VisualworldsofEducation/

AVP General Membership (waged): https://visualpedagogies.com/general-membership/

AVP General Membership (unwaged/student): https://visualpedagogies.com/unwaged-membership/

We look forward to seeing you at the conference and perhaps hearing about your work (abstracts close 20 March so the hour is nigh for your submission!). There are also publication opportunities which you can learn about should you wish to publish in our Open Access journal or book series – Video Journal of Education and Pedagogy.

If you wish to discuss any ideas/thoughts, you might have in this regard, please contact  Dr Bridgette Redder

Exploring Visual Worlds of Education_flyer (1)

 

 

 

 

 

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

Editorials – Free Access

Alexander J. Means (2020) Foucault, biopolitics, and the critique of state reason Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1871895

Timothy W. Luke (2020) Democracy under threat after 2020 national elections in the USA: ‘stop the steal’ or ‘give more to the grifter-in-chief?’ Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1889327

Georgina Tuari Stewart (2020) Academic-Māori-Woman: The impossible may take a little longer Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1892484

Articles

Richard Watermeyer & Michael Tomlinson (2020) Competitive accountability and the dispossession of academic identity: Haunted by an impact phantom Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1880388

Marek Tesar, Michael A. Peters, E. Jayne White, Sonja Arndt, Jennifer Charteris, Aleryk Fricker, Viktor Johansson, Sean Sturm, Nina Hood & Andrew Madjar (2020) Infanticides: The unspoken side of infantologies Educational Philosophy and Theory, doi.org/10.1080/00131857.2020.1854730

Ozum Ucok-Sayrak & Nichole Brazelton (2020) Regarding the question of presence in online education: A performative pedagogical perspective Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1880389

Tanu Biswas & Nikolas Mattheis  (2020) Strikingly educational: A childist perspective on children’s civil disobedience for climate justice Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1880390

Anita Sinner (2020) Speculative steps with story shoes: Object itineraries as sensual a-r-tography Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1872019

Nick Peim & Nicholas Stock (2020) Education after the end of the world. How can education be viewed as a hyperobject? Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1882999

Michele Lobo, Laura Bedford, Robin Ann Bellingham, Kim Davies, Anna Halafoff, Eve Mayes, Bronwyn Sutton, Aileen Marwung Walsh, Sharon Stein (open reviewer) & Chloe Lucas (open reviewer) (2020) Earth unbound: Climate change, activism and justice Educational Philosophy and Theory, doi.org/10.1080/00131857.2020.1866541

Kathryn Grushka, Miranda Lawry, Ari Chand & Andy Devine (2020) Visual borderlands: Visuality, performance, fluidity and art-science learning Educational Philosophy and Theory, doi.org/10.1080/00131857.2020.1859368

Eser Ordem (2020) Exclusionary practices of English language teaching departments in Turkey: radical pedagogy, British colonialism and neoliberalism Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1888710

Sacha Golob (2020) A Heideggerian pedagogy of disruption Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1888712

Marcus A. Lessa, Domício Proença Júnior, Roberto Bartholo & Édison Renato Silva  (2020) Making marks while reading, with some remarks on the challenges posed by the digital world Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1888711

Emmi Bravo Palacios & Maarten Simons (2020) Can I take a look at your notes?: A phenomenological exploration of how university students experience note-taking using paper-based and paperless resources Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1876667

Wisam Kh. Abdul-Jabbar (2020) Diasporicity and intercultural dialectics in Muslim education: Conceptualizing a minorities curriculum (Minhaj Al-Aqalliyyat) Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1892485

Tributes

Michael Matthews, Robert Mackie, Colin Evers, Steve Crump & Paul Hager (2020) James Walker, Philosopher of Education – Five tributes from colleagues Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1884359

Kevin Harris (2020) From the realm where parallel lines meet – Jim Walker: A reminiscence Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1884363

Michael A. Peters & Paul Hager (2020) James (J.C.) Walker: Philosopher of Education – The celebration of a life Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1884362

Book Review

Hongyan Chen (2020) Transformations: Art and the city Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1880890

Obituary

 Jānis T. Ozoliņš (2020) Paul Heywood Hirst (1927-2020) obituary Educational Philosophy and Theory, doi.org/10.1080/00131857.2020.1867107

The Epistemology of Deceit in a Postdigital Era: Dupery by Design – New Book 2021

MacKenzie, AlisonRose, JenniferBhatt, Ibrar (Eds.) 2021,  Springer,

This edited book collection in the Postdigital Science and Education Book series (Springer) offers strong theoretical and philosophical insight into how digital platforms and their constituent algorithms interact with belief systems to achieve deception, and how related vices such as lies, bullshit, misinformation, disinformation, and ignorance contribute to deception. This inter-disciplinary collection explores how we can better understand and respond to these problematic practices.

The Epistemology of Deceit in a Postdigital Era: Dupery by Design will be of interest to anyone concerned with deception in a ‘postdigital’ era including fake news, and propaganda online.  The election of populist governments across the world has raised concerns that fake news in online platforms is undermining the legitimacy of the press, the democratic process, and the authority of sources such as science, the social sciences and qualified experts. The global reach of Google, YouTube, Twitter, Facebook, and other platforms has shown that they can be used to create and spread fake and misleading news quickly and without control. These platforms operate and thrive in an increasingly balkanised media eco-system where networks of users will predominantly access and consume information that conforms to their existing worldviews. Conflicting positions, even if relevant and authoritative, are suppressed, or overlooked in everyday digital information consumption. Digital platforms have contributed to the prolific spread of false information, enabled ignorance in online news consumers, and fostered confusion over determining fact from fiction.

The collection explores:

  • Deception, what it is, and how its proliferation is achieved in online platforms.
  • Truth and the appearance of truth, and the role digital technologies play in pretending to represent truth.
  • How we can counter these vices to protect ourselves and our institutions from their potentially baneful effects.

Discursive Habits: Peirce and Cognitive Semiotics – Deakin University webinar

Dates: 2021-03-01 - 2021-03-03

Dr Cathy Legg discusses: Discursive Habits: Peirce and Cognitive Semiotics

International Centre for  Enactivism and Discursive Semiotics, Deakin University, Australia

March 1, 10PM-00AM (CET)

March 2, 8 a.m. Melbourne time.

Enactivism has greatly benefitted contemporary philosophy by demonstrating that the traditional intellectualist ‘act-content’ model of intentionality is simply insufficient, and showing how minds may be built from world-involving bodily habits. Many enactivists have assumed that this must entail non-representationalism concerning at least basic minds. Here I argue that such anti-intellectualism is overly constraining, and not necessary. I sketch an alternative enactivism which draws on Peirce’s pragmatic semiotics, and understands signs as habits whose connections with rich schemas of possible experience render them subject to increasing degrees of self-control. The talk’s key innovation is to align this cyclical process of habit cultivation with Peirce’s representationalist icon-index-symbol distinction, in a manner which I will explain.

For details and to link to the meeting go to : Cathy Legg_March1st

Postdigital Humans: Transitions, Transformations and Transcendence New book 2021

Postdigital Humans: Transitions, Transformations and Transcendence (Savin-Baden, Maggi (Ed.), 2021, Springer) is the first book in the new book series Postdigital Science and Education.

This book explores approaches to developing and using postdigital humans and the impact they are having on a postdigital world. It 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. The book examines conceptions of postdigital humans and studies the issue in connection with ethics and employment, as well as from perspectives such as philosophy and religion.

Editor: Maggi Savin-Baden, is Professor of Higher Education, University of Worcester, UK. She has been research learning in innovative spaces for over 20 years gaining grants from  funder that include The Leverhulme Trust, Esmee Fairbairn, JISC  and  the Ministry of Defence. She has authored, coauthored and edited 17 books to  date with 2 more due out in 2020-21. In her spare time she is a baker, runner and triathlete.

Writing for Publication:  Liminal Reflections for Academics New Book 2021

Writing for Publication:  Liminal Reflections for Academics

Georgina Tuari Stewart, Nesta Devine, Leon Benade (Eds.) 2021, Springer

PESA Agora is pleased to announce this new book edited by three PESA members.

This book focuses on academic writing and how academics who are experts in their fields can translate their expertise into publishable form. The magnitude and speed of the changes that are transforming the global academic landscape produce an ongoing need for literature that interprets the nature of academic work. This book arises from the background discipline of Education, which is a relatively new university subject that draws on the entire knowledge spectrum from the fine arts to the natural sciences. Each chapter addresses an aspect of the conditions of written academic labour in an age of digital publishing: its nature, how it works, and guidance for successful navigation. This book will provide helpful guidance to graduate students, researchers and teachers in universities and higher education, who are united by the challenges of this new world of academic publishing.

​Editors: 

Georgina Tuari Stewart is an Associate Professor in Te Kura Mātauranga School of Education, at Auckland University of Technology (AUT) in Aotearoa New Zealand. Researches topics at the overlap between knowledge, culture and education, e.g. Māori science education, biculturalism, bilingualism and Māori philosophy. Recently completed a Marsden funded research project to investigate doctoral theses written entirely in te reo Māori. Co-Editor of Springer journal New Zealand Journal of Educational Studies (NZJES), and an Associate Editor of the Journal of the Royal Society of New Zealand (JRSNZ) and Educational Philosophy and Theory (EPAT). New book: Māori Philosophy: Indigenous Thinking from Aotearoa (Bloomsbury, 2020).

Nesta Devine is Professor of Philosophy of Education at Auckland University of Technology (AUT) in Auckland, Aotearoa New Zealand. As an immigrant she is interested in the interplay of ethnicities and cultures in our society, and consequently focuses on ideas concerning power and subjectivity in educational institutions. She is a Fellow of the Philosophy of Education Society of Australasia, Co-Editor of the New Zealand Journal of Teachers’ Work, Reviews editor of New Zealand Journal of Education Research, Editor of the Royal Bhutan Journal of Education and Development, and Associate Editor of Educational Philosophy and Theory (EPAT).

Leon Benade is an Associate Professor in the School of Education of the Auckland University of Technology. His research interests are teachers’ work, school policy, ethics, philosophy in schools, critical pedagogy, and the New Zealand Curriculum, with a current focus on Innovative Learning Environments (ILE). Leon is a co-editor of the New Zealand Journal of Educational Studies and the New Zealand Journal of Teachers’ Work. He is author of From Technicians to Teachers: Ethical Teaching in the Context of Globalized Education Reform (Continuum, 2012) and Being a Teacher in the 21st Century: A Critical New Zealand Study (Springer, 2017).

Dupery by Design: Epistemology of Deceit in a Postdigital Era – 2021

Date: 2021-03-16

 

 

Dupery by Design: The Epistemology of Deceit in a Postdigital Era and the critical role of Higher Education

EVENT: showcases a diverse collection of contributions by authors of the forthcoming edited book, Dupery by Design: Epistemology of Deceit in a Postdigital Era (MacKenzie, Rose & Bhatt, 2021, Springer – part of the PDSE book series),  will take part in this online event,  Hosted by: SHRE, UK.

Papers will tackle a number of critical issues in relation to the current crisis of trust and will lend theoretical and philosophical insight into how digital technologies interact with belief systems to achieve deception, and its related epistemic vices: lies, dupery, misinformation, disinformation, and ignorance. The event’s underscoring themes include:

  • How online platforms are designed to exploit particular vices such as close-mindedness, epistemic nihilism, insouciance, etc. and contribute to the power and dissemination of deception;
  • Deception: what is it? Is there anything peculiar about the times in which we live that should raise special concerns about the proliferation of fake news, lies, bullshit and other such vices online?
  • How do our individual and collective epistemologies interact with digital technologies to produce deceit?
  • How can we counter epistemic vices online, and protect ourselves and our institutions from their potentially baneful effects?
  • Can deception ever be justified? Is there anything to be learned from mass propaganda and deceit in other historical periods?

Discussants: Alison MacKenzie, Ibrar Bhatt, Jennifer Rose (Queen’s University Belfast)

Plenary speaker: Alison MacKenzie (Queen’s University Belfast)

Check out the link to read more about this event.

Network: Digital University
Date(s): Tuesday, 16 March 2021
Times: 14:00-16:30
Signup Deadline: Friday, 12 March 2021
Location: Online event, link will be provided
Lunch Provided: No
Spaces Left: Places available
Prices: Members: Free, Guests: Free

Book online now

 

 

Educational Philosophy and Theory -EPAT – editorials & articles – December 2020  and January 2021

Editorials – Free Access

Michael A Peters, Susanne Brighouse, Marek Tesar, Sean Sturm & Liz Jackson. (2020) The open peer review experiment in Educational Philosophy and Theory (EPAT) Educational Philosophy and Theory, doi.org/10.1080/00131857.2020.1846519

Michael A. Peters, Marek Tesar, Liz Jackson, Tina Besley, Petar Jandrić, Sonja Arndt & Sean Sturm. (2020)  Exploring the philosophy and practice of collective writing Educational Philosophy and Theory, doi.org/10.1080/00131857.2020.1854731

Michael A. Peters, Petar Jandrić & Sarah Hayes. (2020)  Biodigital technologies and the bioeconomy: The Global New Green Deal? Educational Philosophy and Theory, doi.org/10.1080/00131857.2020.1861938

Michael A. Peters, Petar Jandrić & Sarah Hayes. (2020)  Postdigital-biodigital: An emerging configuration Educational Philosophy and Theory, doi.org/10.1080/00131857.2020.1867108

 

Articles

Jian Li & Eryong Xue. (2020)  Mapping the education policy of foreign faculty for creating world-class universities in China: Advantage, conflict, and ambiguity Educational Philosophy and Theory, doi.org/10.1080/00131857.2020.1863213

David R. Cole. (2020)  Caught between the air and earth: a schizoanalytic critique of the role of the education in the development of a new airport Educational Philosophy and Theory, doi.org/10.1080/00131857.2020.1864322

Farah Ahmed. (2020)  Authority, autonomy and selfhood in Islamic education – Theorising Shakhsiyah Islamiyah as a dialogical Muslim-self Educational Philosophy and Theory, doi.org/10.1080/00131857.2020.1863212

Joyce Leysen. (2020)  Confusions that make us think? An invitation for public attention to conceptual confusion on the neuroscience-education bridge Educational Philosophy and Theory, doi.org/10.1080/00131857.2020.1865920

Bilal Hamamra, Nabil Alawi & Abdel Karim Daragmeh. (2020)   Covid-19 and the decolonisation of education in Palestinian universities Educational Philosophy and Theory, doi.org/10.1080/00131857.2020.1865921

Nuraan Davids & Yusef Waghid. (2020)   Muslim schooling in South Africa and the need for an educational crisis? Educational Philosophy and Theory, doi.org/10.1080/00131857.2020.1867109

Jayne White & Mikhail Gradovski. (2020) The legacy of the suprematist square for a sensing pedagogy: A non-objective creative contemplation for education Educational Philosophy and Theory, doi.org/10.1080/00131857.2020.1861939

Andrew Gibbons, Michael A. Peters, Andrea Delaune, Petar Jandrić, Amy N. Sojot, David W. Kupferman, Marek Tesar, Viktor Johansson, Marta Cabral, Nesta Devine & Nina Hood Infantasies: An EPAT collective project. (2020) Educational Philosophy and Theory, doi.org/10.1080/00131857.2020.1860749

Wiebe Koopal & Joris Vlieghe. (2020)  Seeing through a glass, darkly? Towards an educational iconomy of the digital screen Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1872018

Erhan Şimşek. (2020)  Philosophical roots of argumentative writing in higher education Educational Philosophy and Theory,  doi.org/10.1080/00131857.2020.1865922

Mitja Sardoč, C. A. J. Coady, Vittorio Bufacchi, Fathali M. Moghaddam, Quassim Cassam, Derek Silva, Nenad Miščević, Gorazd Andrejč, Zdenko Kodelja, Boris Vezjak, Michael A. Peters & Marek Tesar  Philosophy of education in a new key: On radicalization and violent extremism. (2020) Educational Philosophy and Theory, doi.org/10.1080/00131857.2020.1861937

Jian Li & Eryong Xue. (2020)  Rethinking how to create world-class universities in China: A policy mapping perspective Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1876668

Alberto Sánchez-Rojo. (2020)   Waiting before hoping: An educational approach to the experience of waiting Educational Philosophy and Theory, doi.org/10.1080/00131857.2021.1872020

Liz Jackson: Beyond Virtue: The Politics of Educating Gratitude and Humility

Date: 2021-02-22

 

You’re cordially invited to the following online (via Zoom) Education University of Hong Kong, International Education Seminar,   co-hosted with the Philosophy of Education Society of Australasia (PESA)
on
Monday 22 February 2021 from 11:00-12:15, Hong Kong time (GMT+8)
By Professor Liz Jackson
Chair: Dr Stephen Chatelier

 

To attend please register here by Friday 19 February 2021

 

PaTHES  Online Club Meets 

Philosophy and Theory in Higher Education Society

     3rd SEASON THEME: Loneliness and  Collegiality

     co-lead by  Tessa DeLaquil  and Carola Boehm

    PaTHES online meets are back for a third season. We are rotating our timezones and facilitators to accommodate our international community, so after seasons facilitated for Europe, then Australasia, we are now turning to the Americas. So put this slot in your diary and feel free to bring your coffee, tea and discussion points.  Everyone is welcome, and as our various regions are still coping with various lockdowns, we are keeping these Online Club Meets still open to the public.

Our first online meet will be Tues 16th Feb and this season will finish in the week  of 23rd March.

Link to the Online Club Meets, at https://pathes.org/onlinemeets/

The time for each the of the 6 sessions of the third season will be:

UTC  City Season 3 (2021)

16th Feb to 23rd Mar

UTC -8 Los Angeles Tuesday 11am
UTC -5 New York Tuesday 2pm
UTC +13 Wellington Tuesday 8am
UTC +0 London Tuesday 7pm
UTC +1 Aarhus Tuesday 8pm
UTC +11 Sydney Tuesday 6am

OUR THEME: For season 3 of the online club meets, the selected theme is “Loneliness and Collegiality.”  In her essay titled “Ideology and Terror,” Hannah Arendt parallels isolation in the political sphere to loneliness in the social sphere, such that isolation occurs when “the political sphere of [our] lives, where [we] act together in the pursuit of a common concern, is destroyed,” while loneliness is “the situation in which I as a person feel myself deserted by all human companionship.” On the other hand, collegiality has been defined in higher education as relationships based on a shared commitment to a common purpose in higher education (Rowland, 2008).

So then, what might be this common purpose? And how might we build relationships in spite of the fractured nature of societal relationships, politically and geographically? What could be the effects on the university and the purpose of the university due to the loneliness experienced by its constituents – by faculty, staff, and students? Come join us in our discussions on this theme this season!

INTRODUCING THIS SEASON’S CO-LEADS:

  • Tessa DeLaquil is a PhD student and research assistant at the Center for International Higher Education (CIHE), Boston College. Her research interests include the philosophy of higher education, considering secularism, pluralism, and political theory as conceptual bases for ethical practice in international higher education and the internationalization of research.
  • Carola Boehm is Professor of Arts and Higher Education at Staffordshire University. Her research focusses on the role that universities play in our creative societies and our creative economy.

World Class Universities – A Contested Concept – New book

World Class Universities – A Contested Concept

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

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

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

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

Editorials – Free Access

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

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

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

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

Articles

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

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

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

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

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

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

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

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

Pandemic Education: A Double Issue of Knowledge Cultures

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

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

Special issue editors:

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

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

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

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

Date: 2020-12-15

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

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

 

 

 

 

 

 

 

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

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

 

Questions for COPE Forum

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

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

READ MORE AND COMMENT

 

2020 STAR Conference – Shaping a Humane World – Dec 8

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

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

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

Edited by Rita Verma & Michael W. Apple

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

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

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

QTimes – Journal of Education, Technology and Social Studies

Date: 2020-11-25

CFP for Vol 1/2021: 

Research perspectives on Artificial Intelligence and education of QTimes – Journal of Education, Technology and SocialStudies is online.

Research perspectives on Artificial Intelligence and Education Recent developments on Artificial Intelligence (AI) allowed to define new systems to collect and process empirical data that involve also educational research by a multi-perspective approach. Currently, the level of digitalization of schools is increasing the amount of big data, that stimulate new AI models based on the analysis of contents and processes in different fields. A first area, for example, relates to the creation of intelligent teaching/learning environments, personalizable and oriented towards inclusive training systems; able to guarantee an overall access to knowledge, to identify significant models and transform them into structured knowledge to improve both the school organization and classroom teaching.

Go to the pdf for link for the call on Research perspectives on Artificial Intelligence and Education:

Deadlines:

Abstract proposal: November 30th, 2020

Approval of the abstract: by December 7th, 2020

Submission of the paper: by January 7th, 2020

Refereeing and communication of the results: January 22th, 2020

Time allowed for changes and modifications requested by Referees, in case of approval: January 31th, 2020

Conclusion of editing and publication: February 10th, 2020

New Directions in the Philosophy of Education – Routledge Book Series

Series Editors: Michael A. Peters, Gert Biesta, Liz Jackson

This book series is devoted to the exploration of new directions in the philosophy of education. After the linguistic turn, the cultural turn, and the historical turn, where might we go? Does the future promise a digital turn with a greater return to connectionism, biology and biopolitics based on new understandings of system theory and knowledge ecologies? Does it foreshadow a genuinely alternative radical global turn based on a new openness and interconnectedness? Does it leave humanism behind or will it reengage with the question of the human in new and unprecedented ways? How should philosophy of education reflect new forces of globalization? How can it become less Anglocentric and develop a greater sensitivity to other traditions, languages, and forms of thinking and writing, including those that are not rooted in the canon of Western philosophy but in other traditions that share the ‘love of wisdom’ that characterizes the wide diversity within Western philosophy itself.

This series comprises texts that explore, identify and articulate new directions in the philosophy of education. It aims to build bridges, both geographically and temporally: bridges across different traditions and practices and bridges towards a different future for philosophy of education.

CFP -New Directions in Phil of Ed

To discuss submitting a proposal for the series, please contact Michael Peters, or Gert Biesta  or Liz Jackson

For a full list of titles, please visit: New Directions in the Philosophy of Education

Routledge Open Access Research – Books and Chapters

The Taylor & Francis Books Open Access initiative allows authors and their funders to publish open access (OA) single- or co-authored books, edited collections and individual chapters. Upon publication, Taylor & Francis Books Open Access titles are made available in digital format to read and download freely under a Creative Commons license. Click on the subject area to discover more open access content in your field

If you have any questions regarding an Open Access Books project, feel free to contact the Taylor & Francis Open Access Books team. We are here to help with any questions or queries you may have. Get in touch