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  1.  2
    Towards Initial Teacher Education Quality: Epistemological Considerations.Paul Adams & Carrie McLennan - 2021 - Educational Philosophy and Theory 53 (6):644-654.
    Initial Teacher Education quality is often judged through the auspices of audit-style mechanisms designed to facilitate the identification of matters pertaining to the ‘readiness’ of student teachers to enter the world of the classroom as fully qualified. In this regard, quality of programmes is often determined by the knowledge and skills student teachers demonstrate. Whilst ontological aspects are not necessarily elided, they are often ignored in favour of such epistemological matters. While such knowledge-based positions do not describe the totality of (...)
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  2.  4
    Emancipation, Revolutionary Nationalism, and “Everything Under the Sun”: Chinese Internationalism, Higher Education and the Search for Alternative Modernity.Green Benjamin - 2021 - Educational Philosophy and Theory 53 (6):563-567.
    Since the 1970s the internationalization of China’s higher education system has been driven by a desire for modernization through economic reform, to be precise, HE reform would lay the founda...
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  3.  4
    Literacy in the Post-Truth Era: The Significance of Affect and the Ethical Encounter.Lana Parker - 2021 - Educational Philosophy and Theory 53 (6):613-623.
    Education has a responsibility to respond to the threat of deteriorating democracies. The post-truth era is marked by an erosion of trust in public institutions and extreme polarisation. This paper begins with an examination of the ways by which current literacy and media literacy education is not simply outmoded, but also limited by a grounding in neoliberal conceptions of rationality and individualism. Offering a counterpoint to the status quo, and foregrounding the significance of affect, I work with Levinas’s conception of (...)
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  4. Against Death. Longevity Forever!Michael A. Peters - 2021 - Educational Philosophy and Theory 53 (6):559-562.
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  5.  6
    Ethics and Education as Practices of Freedom.Pedro Tabensky - 2021 - Educational Philosophy and Theory 53 (6):568-577.
    On the one hand, according to Richard Rorty, Paulo Freire and others, education is the practice of freedom. On the other hand, according to Michael Foucault, Mary Midgley and others, ethics is the practice of freedom. How, then, are education and ethics related to one another and what do these authors mean by ‘the practice of freedom’? In this piece, I argue that education and ethics are two mutually constitutive aspects of the practice of freedom. Individuals who are able to (...)
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  6.  10
    Big Ideas in Education: Quantum Mechanics and Education Paradigms.Kristina Turner - 2021 - Educational Philosophy and Theory 53 (6):578-587.
    Current education paradigms were informed by the classical Newtonian worldview of brain functioning in which the mind is simply the physical activity of the brain, and our thoughts cannot have any effect upon the physical world. However, researchers in the field of quantum mechanics found that the outcomes of certain subatomic experiments are determined by the consciousness of the observer, leading philosophers to propose that the observed and the observer are linked. Quantum mechanics also demonstrates that distant minds may behave (...)
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  7.  4
    The Amoral Academy? A Critical Discussion of Research Ethics in the Neo-Liberal University.Hugh Busher & Alison Fox - 2021 - Educational Philosophy and Theory 53 (5):469-478.
    This paper challenges current dominant thinking in Universities about the processes of ethical appraisal of research studies in the Social Sciences. It considers this to be founded on unjustifiable and inappropriate principles, the origins of which are presented before discussing alternative, more inclusive and ethically defensible approaches. The latter are based on dialogic processes to sustain respectful and empowering ethical reviews which appreciate the situated nature of research. The empirical evidence for this comes from papers about ethnographic studies with children (...)
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  8.  6
    Gnosticism, Progressivism and the (Im)Possibility of the Ethical Academy.Matthew Carlin - 2021 - Educational Philosophy and Theory 53 (5):436-447.
    There is a growing concern today with the state of ethics in higher education as it relates to everything from increasing corporate influence and widespread use of questionable research met...
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  9.  2
    Ethicalisation of Higher Education Reform: The Strategic Integration of Academic Discourse on Scholarly Ethos.Tomasz Falkowski & Helena Ostrowicka - 2021 - Educational Philosophy and Theory 53 (5):479-491.
    The article presents the results of an analysis of the academic dispute about the scholarly ethos, conducted at the time of intense higher education reforms in Poland. Previous analyses of the academic debate on the change of the traditional university towards its entrepreneurial organization emphasize the polarization, that is, the criticism or affirmation of neoliberal reforms. The presented research proves that this discourse loses its dichotomous power when it focuses on ethical issues. The analysis shows the ‘polyvalence’ and ‘strategic integration’ (...)
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  10.  7
    Scholars of Color Turn to Womanism: Countering Dehumanization in the Academy.Sheron Andrea Fraser-Burgess, Kiesha Warren-Gordon, David L. Humphrey & Kendra Lowery - 2021 - Educational Philosophy and Theory 53 (5):505-522.
    The article draws on critiques in political theory and morality to argue that womanism, a worldview rooted in Black women's lives and history, provides an alternative conceptual framework to prevai...
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  11.  5
    Ethics Review, Neoliberal Governmentality and the Activation of Moral Subjects.Fiona James - 2021 - Educational Philosophy and Theory 53 (5):548-558.
    This article examines forms of subjectivation propagated through the processes and practices of ethics review in UK Higher Education Institutions. Codified notions of research ethics are particular...
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  12.  3
    The Neoliberal Academic: Illustrating Shifting Academic Norms in an Age of Hyper-Performativity.Bruce Macfarlane - 2021 - Educational Philosophy and Theory 53 (5):459-468.
    Neoliberalism is invariably presented as a governing regime of market and competition-based systems rather than as a set of migratory practices that are re-setting the ethical standards of the academy. This article seeks to explore the way in which neoliberalism is shifting the prevailing values of the academy by drawing on two illustrations: the death of disinterestedness and the obfuscation of authorship. While there was never a golden age when norms such as disinterestedness were universally practiced they represented widely accepted (...)
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  13.  2
    Towards a Higher Education: Contemplation, Compassion, and the Ethics of Slowing Down.Áine Mahon - 2021 - Educational Philosophy and Theory 53 (5):448-458.
    The Slow Professor: Challenging the Culture of Speed in the Academy was published in 2016 to critical acclaim. Rejecting outright the marketisation of the modern university, the book proposed a countercultural approach which denounced the seductive imperatives to overwork and competition and called on academics to make a more deliberate moral choice. In this paper, I critically engage with The Slow Professor's ethical vision. I draw on the work of writers Sally Rooney, John Williams and David Foster Wallace in careful (...)
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  14.  1
    A Maori Il-Logical Ethics of the Dark: An Example with ‘Trauma’.Carl Mika - 2021 - Educational Philosophy and Theory 53 (5):426-435.
    Where has all the hilarity gone – and, with it, the ethics of the dark? In this article, I engage with our metaphysical entities of darkness and nothingness. Undermining and re-declaring are more than just pleasurable exercise for my own indigenous group – Maori; they are ethical necessities that keep one’s certainties in check. Whether it is agreeable or uncomfortable, this acknowledgement of those first beings is necessary if we are to avoid taking ourselves too seriously. I then consider one (...)
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  15. The Deconstructed Ethics of Martin Heidegger, or, the University Sous Rature.Chris Peers - 2021 - Educational Philosophy and Theory 53 (5):492-504.
    Could there be a better instance of ethical conflict at the scene of the modern Western university than the case of Martin Heidegger, who in 1933 became a Nazi, arguably to elevate his own standing and career? In this article I examine the opposing ethical forces that animated Heidegger’s brief foray into Nazism, to ask whether the same forces continue to be found in the technocratized university described by Bill Readings. I address Heidegger’s own philosophy as a context in which (...)
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  16.  3
    The Ethical Academy? The University as an Ethical System.Marek Tesar, Michael Peters & Liz Jackson - 2021 - Educational Philosophy and Theory 53 (5):419-425.
  17.  1
    Bernard Stiegler, Philosopher of Reorientation.Joff Bradley - 2021 - Educational Philosophy and Theory 53 (4):323-326.
    French philosopher Bernard Stiegler’s teacher, the great Jacques Derrida, when speaking of the nature of the life of Aristotle, questioned the need for biography and anecdote. Philosophy excludes b...
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  18.  2
    Essentialist Beliefs and School Governance.Nicolas Cuneen - 2021 - Educational Philosophy and Theory 53 (4):338-349.
    This article examines two issues related to essentialist beliefs, autonomy and education. The first issue concerns the conceptualization of the role of essentialist beliefs about selfhood in the development of a continually transformative relationship with oneself. We argue that Carol Dweck’s understanding of the regular causality of implicit beliefs about selfhood is too narrow, and that these beliefs are better understood as taking part in a complex relationship of belief. The second issue concerns the way that certain governmental aspects of (...)
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  19. Analogue Ontology and Digital Disruption.Robert Hassan - 2021 - Educational Philosophy and Theory 53 (4):383-392.
    Pervasive digitality reveals us as analogue creatures that are unprepared for a world and a logic generated increasingly through automation. Promulgated by capitalism, digitality has created a new form of alienation, one far more powerful and comprehensive than that envisaged by either Marx or Lukács in the analogue-industrial age. Digital alienation-through-automation is the central process in our digital post-modernity. The effects reach increasing registers and spheres of culture, economy and politics. This essay considers the effects within the production of knowledge (...)
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  20. The Pecuniary Animus of the University.John Hutnyk - 2021 - Educational Philosophy and Theory 53 (4):327-337.
    This essay suggests an alternative accountability process on the basis of critiques of current evaluation practice in higher education. Using cases in the British university system, with some international commentary and thinking through experience in Asian universities in four countries in the wake of ‘audit culture’, the work of Thorstein Bunde Veblen is revived. With Veblen, the current structures and mechanics of the corporate and fully-monetised university might once more be challenged. The risk of importing the metrics and audit culture (...)
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  21.  1
    Narcosis: Addictions of the Planetary Human.Mark Jackson - 2021 - Educational Philosophy and Theory 53 (4):393-402.
    Narcosis responds to a call for papers concerning contemporary discourses on disruptors, convergences and addictions. It concerns Martin Heidegger’s distinction between history and the historiographical as an essential thinking on contemporary understandings of technology. The paper’s critical milieu is the still recent uptake of education startups, funded from venture capital, in particular Coursera and Age of Learning. The paper, in four segments, introduces a methodological consideration from Michel Foucault, on the reading of historical discourses. It then introduces the grounding emergence (...)
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  22.  4
    Mediating Process for Human Agency in Science Education: For Man’s New Relation to Nature in Latour’s Ontology of Politics.Duck-Joo Kwak & Eun Ju Park - 2021 - Educational Philosophy and Theory 53 (4):407-418.
    The human relation to things in the world is at stake in the so-called post-humanist era where the distinction between human and non-human is blurred, as indicated in a term like ‘the nano-self’. How should we understand the nature of our relation to things in this era? Or how can we describe an educationally meaningful relation we as human agents can make in relation to things, artificial and natural, in the face of this technologically hybrid and ever-dehumanizing tendency of society? (...)
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  23.  3
    Exploring Selves and Worlds Through Affective and Imaginative Engagements with Literature.William McGinley, George Kamberelis & John Wesley White - 2021 - Educational Philosophy and Theory 53 (4):350-362.
    To engage in critical readings of literary texts, in ways that are also ethical and compassionate, requires readers to enter emotionally and imaginatively into the complex, textual worlds of others as they are portrayed in stories. Such stories have the potential to create new worlds that make visible our collective being in ways that allow us to enter into democracy with more empathetic and just lenses. In this regard, we discuss both past and recent work of scholars whose insights we (...)
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  24.  1
    Hell as Education: From Place to State of Being? Hell, Hades, Tartarus, Gehinnom.Michael A. Peters - 2021 - Educational Philosophy and Theory 53 (4):320-322.
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  25.  7
    The Chinese Dream and its Future: Review Essay on Michael Peters Book The Chinese Dream: Educating the Future.Mitja Sardoc - 2021 - Educational Philosophy and Theory 53 (4):403-406.
    This essay reviews Michael Peters' book The Chinese Dream: Educating the Future, an edited collection of his articles exploring the concept of the Chinese Dream. The essays starts with the analogy between dreams and their role in psychoanalysis and dreams as an ideal representation of a nation's ethos. The introductory part illustrates this analogy with the example of the growing importance of the Chinese Dream. The central part of the essay examines the most important aspects of Peters' book The Chinese (...)
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  26.  1
    The Digital Age and its Discontents.Matteo Stocchetti - 2021 - Educational Philosophy and Theory 53 (4):315-319.
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  27.  2
    Technologizing the Human Condition: Hyperconnectivity and Control.Trevor Thwaites - 2021 - Educational Philosophy and Theory 53 (4):373-382.
    In this paper I argue that the technologizing of most things in our daily lives, from work and education to finance and leisure, can be seen to promote a loss of the tangible and a rootlessness for human societies, causing a disorientation in the knowledge and beliefs acquired over millennia. Arendt’s proposal that ‘the earth is the very quintessence of the human condition’ appears to be challenged as digital interactions create new spaces that coax humans away from a focus on (...)
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  28.  4
    At Home and Not at Home in the National Museum: On Nostalgia and Education.SunInn Yun - 2021 - Educational Philosophy and Theory 53 (4):363-372.
    This paper discusses the educational significance of the national museum as a reminder of the nature of home and its relation to nostalgia. I contextualise the sense of home in various ways. First, the national museum materialises the nostalgic claim of ‘our’ history, the collective memory and identity, which is in some way or other mixed up with the personal memory. Second, it problematises the relation to home. Barbara Cassin’s question, ‘when are we ever at home?’, subtitle to her book (...)
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  29.  12
    Race, Education and Social Mobility: We All Need to Dream the Same Dream and Want the Same Thing.Jason Arday - 2021 - Educational Philosophy and Theory 53 (3):227-232.
    This special issue has emerged out of the continuing concern for discriminatory tensions situated within the context of race, education, and social mobility. The institutionally racist structures w...
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  30.  13
    Attempting to Break the Chain: Reimaging Inclusive Pedagogy and Decolonising the Curriculum Within the Academy.Jason Arday, Dina Zoe Belluigi & Dave Thomas - 2021 - Educational Philosophy and Theory 53 (3):298-313.
    Anti-racist education within the Academy holds the potential to truly reflect the cultural hybridity of our diverse, multi-cultural society through the canons of knowledge that educators celebrate,...
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  31.  7
    “I Felt Like I Was Being Watched”: The Hypervisibility of Muslim Students in Higher Education.Izram Chaudry - 2021 - Educational Philosophy and Theory 53 (3):257-269.
    This paper focuses on the ways in which Islamophobia operates within a university environment and how it is impacting the everyday experiences for a sample of British Muslim students. Qualitative m...
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  32.  17
    The University Went to ‘Decolonise’ and All They Brought Back Was Lousy Diversity Double-Speak! Critical Race Counter-Stories From Faculty of Colour in ‘Decolonial’ Times.Nadena Doharty, Manuel Madriaga & Remi Joseph-Salisbury - 2021 - Educational Philosophy and Theory 53 (3):233-244.
    UK Higher Education is characterised by structural and institutional forms of whiteness. As scholars and activists are increasingly speaking out to testify, whiteness has wide-ranging implications...
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  33.  7
    Interview with Kevin Harris.Kevin Harrisa - 2021 - Educational Philosophy and Theory 53 (3):209-216.
  34.  12
    Teaching Whiteness: A Dialogue on Embodied and Affective Approaches.Jane Chi Hyun Park & Sara Tomkins - 2021 - Educational Philosophy and Theory 53 (3):288-297.
    ‘Representing Race and Gender’ was the first course in the undergraduate curriculum of the Department of Gender and Cultural Studies at the University of Sydney to foreground race. This paper provi...
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  35.  10
    My Journey Into the ‘Heart of Whiteness’ Whilst Remaining My Authentic (Black) Self.April-Louise M. O. O. Pennant - 2021 - Educational Philosophy and Theory 53 (3):245-256.
    The dire implications of navigating the overwhelming whiteness of the education system for Black women is foregrounded by the author’s autoethnography about her educational journey and experiences....
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  36.  1
    Interview with Kevin Harris.Michael A. Peters - 2021 - Educational Philosophy and Theory 53 (3):209-216.
    This interview took place through email during October-November, 2019.Michael: It’s a real pleasure to engage you in conversation. You were a foundation member of PESA and someone who in the pre-In...
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  37.  8
    Navigating the Unequal Education Space in Post-9/11 England: British Muslim Girls Talk About Their Educational Aspirations and Future Expectations. [REVIEW]Farzana Shain - 2021 - Educational Philosophy and Theory 53 (3):270-287.
    This paper explores educational inequalities through an analysis of the educational aspirations and future expectations of British girls and young women who identify as Muslim. It draws on qualitat...
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  38.  8
    Black Disciplinary Zones and the Exposure of Whiteness.George Yancy - 2021 - Educational Philosophy and Theory 53 (3):217-226.
    This essay is the result of a series of poignant interview questions posed to leading African American philosopher George Yancy. The questions ranged from his entry into philosophy and how African...
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  39.  5
    Related but Distinct: An Investigative Path Amongst the Entwined Relationships of Ideology, Imaginary, and Myth.Juhwan Kim - 2021 - Educational Philosophy and Theory 53 (2):171-183.
    Many educational studies reference ideology, imaginary, and myth constructs represented in programs of study, textbooks, and school rituals. In the fields of history, civic, and social studies educ...
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  40.  8
    Neuroscience and Educational Practice – A Critical Assessment From the Perspective of Philosophy of Science.Corrado Matta - 2021 - Educational Philosophy and Theory 53 (2):197-211.
    The aim of this paper is to reconstruct and critically assess the evidential relationship between neuroscience and educational practice. To do this, I reconstruct a standard way in which evidence from neuroscience is used to support recommendations about educational practice, that is, testing pedagogical interventions using neuroimaging methods, and discuss and critically assess the inference behind this approach. I argue that this inference rests on problematic assumptions, and, therefore, that neuroimaging intervention studies have no special evidential status for basing educational (...)
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  41.  10
    Education at the End of History: A Response to Francis Fukuyama.Sophie Ward - 2021 - Educational Philosophy and Theory 53 (2):160-170.
    By 1989, fascism had long been defeated in Europe, and reforms in the Soviet Union appeared to signify the collapse of communist ideology, prompting Francis Fukuyama to famously declare the ‘end of...
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  42.  3
    Hybridity and National Identity in Post-Colonial Schools.Rowena A. Azada-Palacios - 2021 - Educational Philosophy and Theory:1-13.
    The recent resurgence of extreme-right movements and the nationalist turn of many governments across the world have reignited the relevance of discussions within educational philosophy about the teaching of national identity in schools. However, the conceptualisation of national identity in previous iterations of these debates have been largely Western and Eurocentric, making the past theoretical literature about these questions less relevant for post-colonial settings. In this paper, I imagine a new approach for teaching national identity in post- colonial contexts, founded (...)
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