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  1.  23
    International Handbook of Philosophy of Education.Ann Chinnery, Nuraan Davids, Naomi Hodgson, Kai Horsthemke, Viktor Johansson, Dirk Willem Postma, Claudia W. Ruitenberg, Paul Smeyers, Christiane Thompson, Joris Vlieghe, Hanan Alexander, Joop Berding, Charles Bingham, Michael Bonnett, David Bridges, Malte Brinkmann, Brian A. Brown, Carsten Bünger, Nicholas C. Burbules, Rita Casale, M. Victoria Costa, Brian Coyne, Renato Huarte Cuéllar, Stefaan E. Cuypers, Johan Dahlbeck, Suzanne de Castell, Doret de Ruyter, Samantha Deane, Sarah J. DesRoches, Eduardo Duarte, Denise Egéa, Penny Enslin, Oren Ergas, Lynn Fendler, Sheron Fraser-Burgess, Norm Friesen, Amanda Fulford, Heather Greenhalgh-Spencer, Stefan Herbrechter, Chris Higgins, Pádraig Hogan, Katariina Holma, Liz Jackson, Ronald B. Jacobson, Jennifer Jenson, Kerstin Jergus, Clarence W. Joldersma, Mark E. Jonas, Zdenko Kodelja, Wendy Kohli, Anna Kouppanou, Heikki A. Kovalainen, Lesley Le Grange, David Lewin, Tyson E. Lewis, Gerard Lum, Niclas Månsson, Christopher Martin & Jan Masschelein (eds.) - 2018 - Springer Verlag.
    This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles that focus on and advance key arguments; each essay incorporates essential background material serving to clarify the history and logic of the relevant topic, examining the status quo of the discipline with respect to the topic, and discussing the possible futures of the field. The book provides a state-of-the-art overview of philosophy (...)
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  2.  85
    Educating Political Adversaries: Chantal Mouffe and Radical Democratic Citizenship Education.Claudia W. Ruitenberg - 2009 - Studies in Philosophy and Education 28 (3):269-281.
    Many scholars in the area of citizenship education take deliberative approaches to democracy, especially as put forward by John Rawls, as their point of departure. From there, they explore how students’ capacity for political and/or moral reasoning can be fostered. Recent work by political theorist Chantal Mouffe, however, questions some of the central tenets of deliberative conceptions of democracy. In the paper I first explain the central differences between Mouffe’s and Rawls’s conceptions of democracy and politics. To this end I (...)
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  3.  7
    Offering Welcome in the Kingdom of the Sick: A Physician Guide to Hospitality.Brett Schrewe & Claudia W. Ruitenberg - 2021 - Journal of Evaluation in Clinical Practice 27 (3):571-577.
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  4.  48
    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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  5.  34
    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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  6.  19
    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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  7.  36
    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: A Jrnl of the American Educ. Studies Assoc 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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  8.  51
    Review of Michael A. Peters and Gert Biesta, Derrida, Deconstruction, and the Politics of Pedagogy: Peter Lang, New York, 2009. [REVIEW]Claudia W. Ruitenberg - 2010 - Studies in Philosophy and Education 29 (1):77-84.
  9.  25
    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.  2
    B Is ForBurqa, C Is For Censorship: The Miseducative Effects of Censoring Muslim Girls and Women's Sartorial Discourse.Claudia W. Ruitenberg - 2008 - Educational Studies 43 (1):17-28.
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  11.  39
    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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  12.  43
    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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  13.  2
    Ethics in Professional Education: Introduction to the Special Issue.Christopher Martin & Claudia W. Ruitenberg - 2016 - Ethics and Education 11 (1):1-4.
  14.  34
    Art, Politics, and the Pedagogical Relation.Claudia W. Ruitenberg - 2011 - Studies in Philosophy and Education 30 (2):211-223.
    In recent years the French philosopher Jacques Rancière has addressed the predicament of artists and curators who, in their eagerness to convey a critical message or engage their viewers in an emancipatory process, end up predetermining the outcomes of the experience, hence blocking its critical or emancipatory potential. In this essay I consider Rancière’s writing on this topic and draw out the parallels with the predicament of teachers and curriculum designers who have critical and emancipatory objectives. The risk of education (...)
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  15.  13
    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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