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  1. “This Is a White Space”: On Restorative Possibilities of Hospitality in a Raced Space.Lyudmila Bryzzheva - 2018 - Studies in Philosophy and Education 37 (3):247-256.
    In a restorative classroom inspired by a vision of racial equity, race consciousness is a necessity and a restorative outcome is conceptualized in terms of a sustainable interdependent _right_-_relation_, a species of racial justice. Yet, regardless of intent, the constructed space is white. Race-based inequity is reproduced as White students get more of everything from class than do students of Color. What made the space white? How might hospitality affect the restorative possibilities of and in the space? I explore these (...)
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  2. ‘Not-Being-at-Home’: Subject, Freedom and Transcending in Heideggerian Educational Philosophy.Vasco D’Agnese - 2018 - Studies in Philosophy and Education 37 (3):287-300.
    In my paper, by drawing on the writings Heidegger developed in the late 1920s, I wish to display what we may refer to as the thorough educational nature of Heideggerian reflection. It is my argument that the analysis of Dasein we find in the early Heidegger displays an extraordinary deep and dense reflection on selfhood and subjectivity, a reflection that is rooted in subject’s freedom and transcending. By paying attention to the interplay between these two features, I argue that in (...)
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  3. Reply to Lewin.Oren Ergas - 2018 - Studies in Philosophy and Education 37 (3):323-327.
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  4.  1
    Review of Reconstructing ‘Education’ Through Mindful Attention: Positioning the Mind at the Center of Curriculum and Pedagogy, Oren Ergas. [REVIEW]David Lewin - 2018 - Studies in Philosophy and Education 37 (3):315-321.
    This paper provides a review of Reconstructing ‘Education' through Mindful Attention: Positioning the Mind at the Center of Curriculum and Pedagogy by Oren Ergas. The review examines the central argument of the book, namely that present educational theory and practice avoids substantial self-inquiry, paying lip service to reflective practice but stopping short of any real encounter with the complex dynamics of the self. In Ergas’ bold inquiry, we are invited to attend and to see for ourselves by considering perspectives and (...)
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  5.  1
    From Hostility to Hospitality: Teaching About Race and Privilege in a Post-Election Climate.Shaireen Rasheed - 2018 - Studies in Philosophy and Education 37 (3):231-245.
    Now more than ever the role of the other has been put into question and marginalized in a redefinition of an “American national self-protective identity” in the current post election climate. In philosophical terms, an identity of a radical other- implies that any change, any difference, any impurity can be conceived as posing a threat to identity. If a specific group of people is identified as preventing the self from being what it ought to be, the other is identified as (...)
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  6. Hospitality and Embodied Encounters in Educational Spaces.Claudia W. Ruitenberg - 2018 - Studies in Philosophy and Education 37 (3):257-263.
    This short paper responds to the essays by Shilpi Sinha, Shaireen Rasheed, and Lyudmila Bryzzheva. It considers how racial inequality between teachers and students affects the possibilities of educational hospitality, both in cases of white teachers teaching racialized students and in cases of racialized teachers teaching white students. The response takes a phenomenological turn, considering the relative vulnerability of bodies that encounter each other in educational spaces which, themselves, are not neutral.
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  7.  1
    The Racialized Body of the Educator and the Ethic of Hospitality: The Potential for Social Justice Education Re-Visited.Shilpi Sinha - 2018 - Studies in Philosophy and Education 37 (3):215-229.
    Derridean hospitality is seen to undergird ethical teacher–student interactions. However, hospitality is marked by three aporias that signal incommensurable and irreducible ways of being and responding that need to be held together in tension without eventual synthesis. Due to the sociopolitical materiality of race and the phenomenological difference that constitutes racialized bodies, educators of color in interaction with white students are called to live the aporetic tensions that characterize hospitality in distinctive ways that are not currently emphasized in the discourse (...)
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  8.  1
    Introduction to Deconstructing Privilege in the Classroom: Teaching as a Racialized Pedagogy.Shilpi Sinha & Shaireen Rasheed - 2018 - Studies in Philosophy and Education 37 (3):211-214.
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  9.  2
    The Logic of Deferral: Educational Aims and Intellectual Disability.Ashley Taylor - 2018 - Studies in Philosophy and Education 37 (3):265-285.
    The educational aims described by educational philosophers rarely embrace the full range of differences in intellectual ability, adaptive behavior, or communication that children exhibit. Because envisioned educational aims have significant consequences for how educational practices, pedagogy, and curricula are conceptualized, the failure to acknowledge and embrace differences in ability leaves open the question of the extent to which students with intellectual disabilities are subject to the same aims as their “typically-developing” peers. In articulating and defending valued aims of education, educational (...)
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  10.  3
    Holocaust Laughter and Edgar Hilsenrath’s The Nazi and the Barber : Towards a Critical Pedagogy of Laughter and Humor in Holocaust Education.Michalinos Zembylas - 2018 - Studies in Philosophy and Education 37 (3):301-313.
    This article tries to defend the position that Holocaust Education can be enriched by appreciating laughter and humor as critical and transformative forces that not only challenge dominant discourses about the Holocaust and its representational limits, but also reclaim humanity, ethics, and difference from new angles and juxtapositions. Edgar Hilsenrath’s novel The Nazi and the Barber is discussed here as an example of literature that departs from representations of Holocaust as celebration of resilience and survival, portraying a world in which (...)
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  11.  5
    Adequacy in Education and Normative School Choice.Adelin Costin Dumitru - 2018 - Studies in Philosophy and Education 37 (2):123-146.
    In this paper I make a contribution to three distinct, but deeply interwoven subjects. Firstly, I argue that, at the level of ideal theory, the distribution of educational goods should follow a sufficientarian pattern and that the evaluative space of children’s advantage should be inspired by the capability approach. Secondly, the paper is delving into the more policy-oriented debates on the desirability of school choice. I argue that, given the non-ideal circumstances in which decision makers have to act, giving parents (...)
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  12.  3
    Stuber, J. M. . Inside the College Gates: How Class and Culture Matter in Higher Education.Paul E. Bylsma - 2018 - Studies in Philosophy and Education 37 (2):207-209.
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  13.  7
    Risky Subjectivities in Philip Pullman’s Northern Lights.Áine Mahon & Elizabeth O’Brien - 2018 - Studies in Philosophy and Education 37 (2):181-193.
    This paper engages the philosophical concepts of subjectification and acknowledgment in conversation with Philip Pullman’s young adult novel, Northern Lights. Our particular focus is Lyra Belacqua, Pullman’s central character. Precarious in her vulnerability and in her unknown significance, we read Lyra as usefully negotiating the dangerous transition from childhood to adolescence. In her negotiation of this complex liminality, we argue that Lyra models those difficult-to-define moments encountered by children as they learn to be in and of the world. Situating our (...)
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  14.  7
    Civic Republican Social Justice and the Case of State Grammar Schools in England.Andrew Peterson - 2018 - Studies in Philosophy and Education 37 (2):167-179.
    The aim of this paper is to consider the ways in which civic republican theory can provide a meaningful and useful account of social justice, one that is which holds resonance for educational debates. Recognising the need for educationalists interested in civic republicanism to pay greater attention to ideas of justice—and in particular social justice as it concerns relationships between citizens —it is argued that a form of civic republicanism committed to freedom as non-domination is capable of providing a substantive (...)
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  15.  1
    Vulnerability as a Key Concept in Museum Pedagogy on Difficult Matters.Katrine Tinning - 2018 - Studies in Philosophy and Education 37 (2):147-165.
    In recent years there has been an increasing interest in museum studies in exhibitions on what is termed Difficult Matters —such as rape and mass murder—and how such exhibitions may evoke ethical change. This raises the question about the conditions on which such exhibitions can lead to an ethical change. By developing a conceptual framework this article contributes to museum studies on Difficult Matters demonstrating how vulnerability can work as a key concept in a relational pedagogical understanding of the conditions (...)
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  16.  1
    My Friend Ilan Gur Ze’Ev.Nigel Tubbs - 2018 - Studies in Philosophy and Education 37 (2):195-206.
    Ilan Gur Ze’ev gave his last lecture on January 4, 2012, in room 363 in the Haifa University’s Faculty of Education. Ilan passed away on the morning of January 5, 2012 at the Italian Hospital in Haifa. In this last lecture given to friends, colleagues and students he said ‘The challenge is to counter immersion of ourselves in the fashionable and in frozen identities. Important doors are opening for education to love. To summarize my part of this encounter, as I (...)
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  17.  1
    Re-Imagining Affect with Study: Implications From a Daoist Wind-Story and Yin–Yang Movement.Weili Zhao & Derek R. Ford - 2018 - Studies in Philosophy and Education 37 (2):109-121.
    Within educational philosophy and theory there has recently been a re-turn to the concept and practices of studying as an alternative or oppositional educational logic to push back against learning as the predominant mode of educational engagement. While promising, we believe that this research on studying has been limited in a few ways. First, while the ontological aspects of studying have been examined in a thorough manner, the affective dimension of studying has not yet been investigated. Second, while a diverse (...)
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  18.  2
    A Reply to Marianna Papastephanou’s Review of Time and the Rhythms of Emancipatory Education.Michel Alhadeff-Jones - 2018 - Studies in Philosophy and Education 37 (1):103-107.
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  19.  4
    A New Version of Optimism for Education.Emile Bojesen - 2018 - Studies in Philosophy and Education 37 (1):5-14.
    The primary purpose of this paper is to outline the conceptual means by which it is possible to be optimistic about education. To provide this outline I turn to Ian Hunter and David Blacker, after a brief introduction to Nietzsche’s conceptions of optimism and pessimism, to show why certain forms of optimism in education are either intellectually unhelpful or dispositionally helpless in the face of current educational issues. The alternative form of optimism—which I argue is both intellectually and practically helpful—is (...)
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  20.  3
    Education, In Spite of It All.Emile Bojesen - 2018 - Studies in Philosophy and Education 37 (1):1-3.
    This special issue of Studies in Philosophy and Education neither rejects, nor offers outright alternatives to the dominant contemporary model of education, but instead explores its margins and the possibilities they might offer for administrators, teachers and students within institutions and broader social contexts. The intention of the editors and contributors has been to tweak the focus from a critique of an oppressive system to a mapping of that system and the opportunities that exist within it–or on its margins–in spite (...)
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  21.  3
    Teaching, in Spite of Excellence: Recovering a Practice of Teaching-Led Research.Matthew Charles - 2018 - Studies in Philosophy and Education 37 (1):15-29.
    Although, as a result of the introduction of the Teaching Excellence Framework, the principle of teaching excellence is receiving renewed attention in English higher education, the idea has been left largely undefined. The cynic might argue, in agreement with Bill Readings, that this lack of a precise definition is deliberate, since teaching excellence is not designed to observe teaching but to permit an integrated system of accounting. This article, however, develops a different line of criticism. Following Readings’s characterization of “excellence” (...)
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  22.  4
    A New Rootedness? Education in the Technological Age.Simon Glendinning - 2018 - Studies in Philosophy and Education 37 (1):81-96.
    This paper explores the challenges facing educators in a time when modern technology, and especially modern social technology, has an increasingly powerful hold on our lives. The educational challenge does not primarily concern questions concerning the use of technology in the classroom, or as part of the learning environment, but a changeover in the whole social environment that marks our time. Taking guidance from Heidegger, Wittgenstein, Dewey and Nietzsche, the essay explores what we want the education of children to achieve, (...)
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  23.  2
    Fixing Education.Aaron M. Kuntz & John E. Petrovic - 2018 - Studies in Philosophy and Education 37 (1):65-80.
    In this article we consider the material dimensions of schooling as constitutive of the possibilities inherent in “fixing” education. We begin by mapping out the problem of “fixing education,” pointing to the necrophilic tendencies of contemporary education—a desire to kill what otherwise might be life-giving. In this sense, to “fix” education is to make otherwise fluid processes-of-living static. We next point to the material realities of this move to fix. After establishing the material consequences of perpetually fixing schools, we provide (...)
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  24.  7
    Experimentation in Institutions: Ethics, Creativity, and Existential Competence.Aislinn O’Donnell - 2018 - Studies in Philosophy and Education 37 (1):31-46.
    The existential, experiential, ethical, pathic and pre-pathic dimensions of education are essential for the creative composition of subjectivities in institutional spaces, yet educational research and policy tend increasingly to privilege technical discourses and prescriptive approaches both when evaluating ‘what is effective in education’ and when determining educational policy. This essay explores those aspects of the educational experience and educational institutions that are often felt and sensed pre-cognitively by students, parents and teachers, but are seldom given further elaboration or articulation in (...)
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  25.  5
    Michel Alhadeff-Jones, Time and the Rhythms of Emancipatory Education: Rethinking the Temporal Complexity of Self and Society. Routledge, 2017.Marianna Papastephanou - 2018 - Studies in Philosophy and Education 37 (1):97-102.
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  26.  5
    From Critical Education to An Embodied Pedagogy of Hope: Seeking a Liberatory Praxis with Black, Working Class Girls in the Neoliberal 16–19 College. [REVIEW]Camilla Stanger - 2018 - Studies in Philosophy and Education 37 (1):47-63.
    In this article I present a discussion about the purpose of education of, for and with black, working class, young women within an inner-London, twenty-first century college, and explore the complex and imperfect ways that educational purpose translates into educational practice. I discuss the respective value of two contrasting discourses of education that operate in this college: firstly, a neoliberal discourse of education and educational success; secondly, a critical tradition of education, as traced through the work of Paulo Freire, feminist (...)
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