The case for academic plagiarism education
A PESA Executive collective writing project
The Case for Academic Plagiarism Education: Introduction Michael A. Peters, Beijing Normal University, PR China Immature poets imitate; mature poets steal; bad poets deface what they take, and good poets make it into something better, or at least something different. The good poet welds his theft into a whole of feeling which is unique, utterly […]
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: 10.1080/00131857.2021.1897574
Michael A. Peters
Michael A. Peters (FRSNZ) is a New Zealander and is currently Distinguished Professor at Beijing Normal University, and Emeritus Professor University of Illinois Urbana-Champaign. He has Honorary Doctorates from Aalborg University, Denmark and SUNY, New York. Michael is Editor-in Chief of Educational Philosophy and Theory and Beijing International Review of Education (Brill). He is founding editor of Policy Futures in Education (Sage); E-Learning & Digital Media (Sage); Knowledge Cultures (Addleton); Open Review of Educational Research (Taylor & Francis); Video Journal of Education and Pedagogy (Brill) and on the board of many other journals and book series. Michael has written over 100 books and many journal articles on a wide range of topics and has worked with and mentored many younger scholars.
Liz Jackson is Professor of International Education at the Education University of Hong Kong and is PESA Past President and a Fellow of PESA. Liz is an editor for New Directions in the Philosophy of Education , Educational Philosophy and Theory: Editor’s Choice, and Deputy Editor for Educational Philosophy and Theory. She has written, Muslims and Islam In US Education: Reconsidering Multiculturalism; and Questioning Allegiance: Resituating Civic Education.
Carl Mika is Professor of Maori and PostGraduate Co-ordinator, in Aotahi School of Maori and Indigenous Studies at Te Whare Wānanga o Waitaha/University of Canterbury, Christchurch, Aotearoa/New Zealand. His iwi affiliations are Tuhourangi and Ngati Whanaunga. With a background in law, indigenous studies and Māori studies, Carl has developed a knowledge base in Western philosophy (especially metaphysics, existentialism and phenomenology). His current research interests are the representation of philosophy as political act for indigenous peoples, and indigenous philosophical theorising generally. He is on the PESA Executive and co-convenes the PESA Indigenous Philosophy Group and is Associate Editor of Online Journal of World Philosophies.
Rachel Buchanan is Associate Professor in the School of Education at University of Newcastle, Australia. She has published articles in educational philosophy, ethics, pedagogy, sociology, and education policy and politics. Her research centres on social justice and equity in education, academic literacy, widening participation, educational policy, digital identity and digital technologies. Rachel is PESA Treasurer and co-editor of E-Learning & Digital Media.
Marek Tesar, Associate Professor and Associate Dean International at the University of Auckland, New Zealand, is a deputy editor of Educational Philosophy and Theory and Access: Contemporary Issues in Education, and President of PESA. His research is focused on philosophical methods, childhood studies and early childhood education, the construction of childhoods, notions of place/space, and methodological and philosophical thinking around ontologies and the ethics of researching these notions.
Tina Besley is a Distinguished Professor, Faculty of Education at Beijing Normal University, P.R. China. She is a Fellow of: the Royal Society of Arts; the Philosophy of Education Society of Australasia, and the Association for Visual Pedagogies. She is PESA Past President and Founding President of the Association for Visual Pedagogies. Tina is Founding Project Manager and Editor of PESA Agora, and deputy editor of Educational Philosophy and Theory. She is founding editor of E-Learning & Digital Media (Sage); Knowledge Cultures (Addleton); Video Journal of Education and Pedagogy (Brill) and on the board of many other journals and book series. Tina has written many journal articles and books including with Michael A. Peters Pandemic Education and Viral Politics.
Nina Hood, Senior Lecturer in Education, University of Auckland, New Zealand focuses on the philosophy and practice of knowledge mobilisation in education and the role and purpose of the practical knowledge of teachers, and open, online learning in higher education. She founded The Education Hub, a not-for-profit that bridges the gap between research and practice in education. She is Editor, for Access: Contemporary Issues in Education.
Sean Sturm is a Senior Lecturer in the Faculty of Education and Social Work at the University of Auckland, Aotearoa/New Zealand and coordinates its Higher Education programme. They are PESA Agora Deputy Editor & Social Media editor, Book Reviews Editor for Educational Philosophy and Theory, Editor of Knowledge Cultures and Treasurer for the Association for Visual Pedagogies. They research at the intersection of philosophy of education, critical university studies and settler studies.
Bernadette Farrell is a lecturer in education at University of Canterbury, New Zealand and is a member of the Philosophy of Education Society of Australasia, (PESA) Executive and leads PESA Agora Communications. Her interests in the ethics, politics of education, Freire and Dewey is inspired by experience as a former youth leader and an elected officer of the Union of Students in Ireland.
P. Taylor Webb, is Associate Professor of Education, Dept of Educational Studies, University of British Columbia, Canada. He uses several Continental theorists to examine formations of power and force in education, often manifest through ideas of policy. He is concerned with how education rationalizes and produces ‘governable subjects’ within liberal and neoliberal normative architectures, and his research has been identified as a significant reason for the development of educational policy studies and governance over the past decade. His book Teacher Assemblage (2009, Brill) won the 2009 American Educational Studies Association in 2009 (AESA) Critics’ Choice Book Award, and the Outstanding Book Award from the Qualitative Research SIG of the American Educational Research Association in 2010 (AERA).