Tag Archives: education

Epistemic injustice in education

A Special Issue in Educational Philosophy and Theory

[Excerpt from Dunne, G. (2022). Epistemic injustice in education. Educational Philosophy & Theory. https://doi.org/10.1080/00131857.2022.2139238] What it means to be a knower together with the social practices through which we come to know are irreducibly complex ethical concepts. Extant analyses of epistemic injustice typically hinge on the ethical dimensions underpinning two of our basic epistemic practices, […]

Full Citation Information:
Dunne, G. (2022). Epistemic injustice in education: A Special Issue in Educational Philosophy and Theory. PESA Agora. https://pesaagora.com/columns/epistemic-injustice-in-education/

Gerry Dunne

Gerry is a Lecturer at the Marino Institute of Education, Dublin. He is primarily interested in the area of critical thought in higher education. Much of his research is conducted in this area. Other interests include ‘expert practitioners and lofty theorists, toward finding a middle ground,’ teacher as technocrat or phronimos; argumentation theories; P4T; and the first-personal/third-personal experience of care and compassion in education.

Sustaining Teaching in Response to a Current Crisis

A Roundtable Discussion

[See the original cfp] Education and science are strategically important areas for Ukraine today as powerful resources for the renewal and reconstruction of a post-war educational system. Therefore, international experience and expertise have become an invaluable source of ideas and approaches. The roundtable discussion ‘Sustaining Teaching in Response to a Current Crisis: A Global Initiative […]

Yuliana Lavrysh

Yuliana Lavrysh currently works at the Faculty of Linguistics, National Technical University of Ukraine Kiev Polytechnic Institute. She does research in Higher Education, Comparative Education and Adult Education. She is the Editor-in-Chief of the journal Advanced Education.

Violence, coloniality and a vision of nonviolence for education

Lesley Le Grange
people gathering on street during nighttime

Lesley Le Grange Stellenbosch University, Stellenbosch, South Africa   Abstract We see images of violence of all kinds in the media on a daily basis. Moreover, violence associated with extreme political/religious beliefs has increased in the twentieth century and is particularly disturbing. In this article the author points out that violence is not a biological […]

Full Citation Information:
Le Grange, L. (2021). Violence, coloniality and a vision of nonviolence for education. ACCESS: Contemporary Issues in Education, 41(1), 86-88. https://doi.org/10.46786/ac21.7121
Article Feature Image Acknowledgement: Photo by Hasan Almasi on Unsplash

Forms of complicity in Indian education

birds flying over river during daytime

Fazal Rizvi The University of Melbourne, Melbourne, Australia   Abstract Using India as an example, this paper considers how education may be complicit in the global rise of political tensions. To do so, it suggests what educational institutions could have done to prevent it, but also what they might now do.   Keywords populism; politics; […]

Full Citation Information:
Rizvi, F. (2021). Forms of complicity in Indian education. ACCESS: Contemporary Issues in Education, 41(1), 83-85. https://doi.org/10.46786/ac21.6385

Fazal Rizvi

Fazal Rizvi is Professor Emeriti at the University of Melbourne, and the University of Illinois at Urbana-Champaign. He has written extensively on issues of identity and culture in transnational contexts, globalization and education policy and Australia-Asia relations, including Globalizing Education Policy (with Bob Lingard, 2010), and Transnational Perspectives on Democracy, Citizenship, Human Rights and Peace Education (Bloomsbury 2019). Fazal is former Editor, Discourse: Studies in Cultural Politics of Education, past President of the Australian Association of Research in Education, and a Fellow of the Australian Academy of the Social Sciences.

Article Feature Image Acknowledgement: Photo by Meriç Dağlı on Unsplash

Marxism, Pedagogy and the General Intellect:

Beyond the Knowledge Economy

From the Grasping Drive of Learning to the Resistance of Stupidity While providing a point of entry into knowledge economy discourse is a main aim of Marxism, Pedagogy, and the General Intellect, this ultimately serves as the groundwork for Derek Ford to draw out and question the underlying and often unassumed pedagogical assumptions that exist […]

Full Citation Information:
Ford, D. R. (2021). Marxism, Pedagogy and the General Intellect:: Beyond the Knowledge Economy. PESA Agora. https://pesaagora.com/ideas/marxism-pedagogy-and-the-general-intellect/
Ideas are Open Access, freely available for readers to download and copy with proper attribution with a CC – BY – ND licence

Derek R. Ford

Derek R. Ford is assistant professor of education studies at DePauw University, where they teach and research about the connection between educational theory and contemporary politics. They’re primarily concerned with ways that pedagogy can help us reimagine and reenact our ways of being together in the world. Their work has appeared in a range of academic journals, including Cultural Politics, Educational Philosophy and Theory and Contemporary Music Review. They’ve published six books, including Politics and Pedagogy in the ‘Post-Truth’ Era: Insurgent Philosophy and Praxis. Outside of the academy, Ford is an organiser with the ANSWER Coalition and a member of the Party for Socialism and Liberation. They’re the education department chair at the Hampton Institute (a working-class think tank) and editor of Liberation School. Their popular work has appeared in Black Agenda Report, Monthly Review, Popular Resistance and other publications.

Trust and the autonomous individual

Introduction It is a truth universally acknowledged that the human foetus is dependent on its mother, becomes a more independent individual upon birth and, with maturation and education, may become an autonomous individual with a discrete body and a history separate from that of the mother. Beyond that, universally acknowledged truths become harder to find unless, […]

Full Citation Information:
Haynes, B. (2021). Trust and the autonomous individual. PESA Agora. https://pesaagora.com/columns/trust-and-the-autonomous-individual/

Bruce Haynes

Bruce Haynes, FPESA, FPE, is retired after 34 years in teacher education and 50 years of PESA membership. He is founding member, a past president and fellow of PESA, and been always been active member. PESA honours him and Felicity by holding a named lecture at conference. His 2009 papers, in the Educational Philosophy and Theory special issue, Celebration of PESA 40 years, include Philosophy of Education Society of Australasia: The official record, and PESA and I: A long engagement, tell us a lot more about his contribution to PESA.

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

Pandemic Education and Viral Politics (ISBN: 9780367635404) – avail 8 October – flyer:  Pandemic Education and Viral Politics – flyer and The Far-Right, Education and Violence,  An Educational Philosophy and Theory Reader Volume IX (ISBN: 9780367562014)  avail Nov 2020 Both books are by Michael A. Peters & Tina Besley, featuring papers published in Educational Philosophy […]

Nietzsche (as) educator

Babette Babich

There has been no shortage of readers who take Nietzsche as educator (cf., for a by no means exhaustive  list: Allen, 2017;  Aviram, 1991;  Bell,  2007; Cooper, 1983;  Fairfield,  2017;  Fitzsimons, 2007;  Gordon, 1980;  Havenstein, 1921;  Johnston, 2005;  Lemco, 1992; Löw, 1984;  Murphy, 1984; Peters, Marshall, & Smeyers, 2001; Rattner, 1994; Rosenow, 2000; Solms-Laubach, 2012, 139f, […]

Full Citation Information:
Babich, Babette (2019) Nietzsche (as) educator, Educational Philosophy and Theory, 51:9, 871-885, DOI: 10.1080/00131857.2018.1544455
Article Feature Image Acknowledgement: https://commons.wikimedia.org/wiki/File:Nietzsche1882.jpg