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Claudia W. Ruitenberg [14]Claudia Ruitenberg [13]
  1.  60
    Educating Political Adversaries: Chantal Mouffe and Radical Democratic Citizenship Education.Claudia W. Ruitenberg - 2009 - Studies in Philosophy and Education 28 (3):269-281.
  2.  1
    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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  3.  43
    Distance and Defamiliarisation: Translation as Philosophical Method.Claudia W. Ruitenberg - 2009 - Journal of Philosophy of Education 43 (3):421-435.
    In this article I posit translation as philosophical operation that disrupts commonsense meaning and understanding. By defamiliarising language, translation can arrest thinking about a text in a way that assumes the language is understood. In recent work I have grappled with the phrase 'ways of knowing', which, for linguistic and conceptual reasons, confuses discussions about epistemological diversity. I here expand this inquiry by considering languages in which more than one equivalent exists for the English verb 'to know'. French, for example, (...)
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  4.  26
    The Trouble with Dispositions: A Critical Examination of Personal Beliefs, Professional Commitments and Actual Conduct in Teacher Education.Claudia W. Ruitenberg - 2011 - Ethics and Education 6 (1):41 - 52.
    In this article, I argue that the concept of disposition is often unclear in teacher education programs, sometimes referring to general personal values and beliefs, and sometimes referring to professional commitments and actions. As a result, it is unclear whether teacher education programs should focus on selecting the right kind of person, or on educating the student for a profession. I suggest that a clearer distinction should be made between predispositions (value commitments that a person may or may not act (...)
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  5.  43
    Introduction: The Question of Method in Philosophy of Education.Claudia Ruitenberg - 2009 - Journal of Philosophy of Education 43 (3):315-323.
    It is possible to raise and solve philosophical problems with no very clear idea of what philosophy is, what it is trying to do, and how it can best do it; but no great progress can be made until these questions have been asked and some answer to them given ( Collingwood, 2005 , p. 1).
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  6.  9
    Don't Fence Me In: The Liberation of Undomesticated Critique.Claudia Ruitenberg - 2004 - Journal of Philosophy of Education 38 (3):341–350.
  7.  48
    Review of Michael A. Peters and Gert Biesta, Derrida, Deconstruction, and the Politics of Pedagogy. [REVIEW]Claudia W. Ruitenberg - 2010 - Studies in Philosophy and Education 29 (1):77-84.
  8. What Do Philosophers of Education Do.Claudia Ruitenberg (ed.) - 2010 - Wiley-Blackwell.
    This volume of essays demonstrates and comments on philosophical methods in educational research. Offers a clear picture of what philosophers do when they study education Brings together a series of essays from an international cast of contributors from Canada, UK, Finland, and Cyprus Examines a range of new and established philosophical methods which can be used in educational research Demonstrates how philosophy of education can be understood methodologically Draws from both Continental and Analytical traditions Fills a gap in the research (...)
     
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  9.  21
    Education, Conflict and the Political: Introduction to the Special Issue. [REVIEW]Claudia W. Ruitenberg - 2011 - Studies in Philosophy and Education 30 (2):97-100.
  10.  21
    Equality and Justice.Claudia Ruitenberg & Daniel Vokey - 2010 - In Richard Bailey (ed.), The Sage Handbook of Philosophy of Education. Sage Publication. pp. 401.
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  11.  24
    B Is For Burqa, C Is For Censorship: The Miseducative Effects of Censoring Muslim Girls and Women's Sartorial Discourse.Claudia W. Ruitenberg - 2008 - Educational Studies: Journal of the American Educational Studies Association 43 (1):17-28.
    (2008). B Is For Burqa, C Is For Censorship: The Miseducative Effects of Censoring Muslim Girls and Women's Sartorial Discourse. Educational Studies: Vol. 43, No. 1, pp. 17-28.
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  12.  11
    Response to Doris Santoro’s Review of Unlocking the World: Education in an Ethic of Hospitality.Claudia Ruitenberg - 2016 - Studies in Philosophy and Education 35 (5):533-536.
  13.  12
    The Overlapping Spheres of Medical Professionalism and Medical Ethics: A Conceptual Inquiry.Claudia W. Ruitenberg - 2016 - Ethics and Education 11 (1):79-90.
    This essay examines the concepts of ‘professionalism’ and ‘ethics’ as they are used in health professions education and, in particular, medical education. It proposes that, in order to make sense of the construct of ‘professional ethics,’ it would be helpful to conceive of professionalism and ethics as overlapping but not identical spheres. By allowing for areas of professionalism that are not directly pertinent to ethics, and areas of ethics that are not directly pertinent to the professional sphere, ‘professional ethics’ as (...)
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  14.  21
    Art, Politics, and the Pedagogical Relation.Claudia W. Ruitenberg - 2011 - Studies in Philosophy and Education 30 (2):211-223.
  15.  14
    Is Respecting Children's Rationality in Their Best Interest in an Authoritarian Context?Parvaneh Ghazinejad & Claudia Ruitenberg - 2014 - Ethics and Education 9 (3):317-328.
    Based on the experiences of one of the authors teaching philosophy for children in Iran, the paper asks whether respecting children's rationality, in the form of cultivating their ability and disposition to think critically, is in their best interest in an authoritarian context such as Iran. It argues that, in authoritarian contexts, respect for children's capacity for rational thought must be balanced with responsibility for their safety in their community. In other words, children's ‘best interest’ must consider children both as (...)
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  16.  9
    Hospitable Gestures in the University Lecture: Analysing Derrida's Pedagogy.Claudia Ruitenberg - 2014 - Journal of Philosophy of Education 48 (1):149-164.
    Based on archival research, this article analyses the pedagogical gestures in Derrida's (largely unpublished) lectures on hospitality (1995/96), with particular attention to the enactment of hospitality in these gestures. The motivation for this analysis is twofold. First, since the large-group university lecture has been widely critiqued as a pedagogical model, the article seeks to retrieve what may be of worth in the form of the lecture. Second, it is relevant to analyse the pedagogy of lectures that address the topic of (...)
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  17.  8
    On Consumerism, Collective Action, and Whether Art Teaches Anything.Claudia W. Ruitenberg - 2014 - Educational Theory 64 (2):179-194.
    In this review essay, Claudia Ruitenberg discusses Trevor Norris's Consuming Schools, René Arcilla's Mediumism, and Martha Nussbaum's Not for Profit. While the primary focus of each book is different — with Norris concentrating on the pressures of consumerism and commercialism on K–12 schooling, Arcilla analyzing modernist art and existentialist education, and Nussbaum emphasizing the role of the humanities in educating for democratic citizenship — each of the books in some way addresses the question of how people can be educated to (...)
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  18.  1
    Ethics in Professional Education: Introduction to the Special Issue.Christopher Martin & Claudia W. Ruitenberg - 2016 - Ethics and Education 11 (1):1-4.
  19.  25
    What Do Philosophers of Education Do?: And How Do They Do It?Claudia Ruitenberg (ed.) - 2010 - Wiley-Blackwell.
    This collection of essays examines a range of philosophical methods in educational research, demonstrating how philosophy of education can be understood ...
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  20.  25
    Absurd Conversations: On the Educational Value of Interlocutionary Misbehaviour.Claudia W. Ruitenberg - 2009 - Educational Philosophy and Theory 41 (5):527-538.
    This essay argues that there are educational situations in which interlocutionary misbehaviour in the form of withholding ‘good will’ can have educational value. It describes an exchange between a teacher and a student in which the teacher withheld good will, and analyzes this exchange through conceptual frameworks of performative contradiction and differend, provided by Derrida and Lyotard, respectively. It further analyzes how context, power, and ethical considerations affect the evaluation of instances of interlocutionary misbehaviour. The essay ends with the ironic (...)
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  21.  26
    Queer Politics in Schools: A Rancièrean Reading.Claudia W. Ruitenberg - 2010 - Educational Philosophy and Theory 42 (5-6):618-634.
    The perceptibility and intelligibility of queer students and teachers have been a central theme in queer politics in education. Can queer teachers be ‘out’ to their colleagues and students? Can queer relationships be seen at the school prom? Can queerness be seen and heard? At the same time, perceptibility and intelligibility are by no means uncontested political goals. This paper analyzes different school initiatives by and/or for queer students and asks how political these initiatives are from the perspective of Jacques (...)
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