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  1.  31
    The Ethics of Research Excellence.James C. Conroy & Richard Smith - 2017 - Journal of Philosophy of Education 51 (4):693-708.
    We here analyse the ethical dimensions of the UK's ‘Research Excellence Framework’, the latest version of an exercise which assesses the quality of university research in the UK every seven or so years. We find many of the common objections to this exercise unfounded, such as that it is excessively expensive by comparison with alternatives such as various metrics, or that it turns on the subjective judgement of the assessors. However there are grounds for concern about the crude language in (...)
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  2.  37
    Philosophy as a basis for policy and practice: What confidence can we have in philosophical analysis and argument?James C. Conroy, Robert A. Davis & Penny Enslin - 2008 - Journal of Philosophy of Education 42 (s1):165-182.
    The purpose of this article is to suggest how philosophy might play a key, if precisely delineated, role in the shaping of policy that leads educational development. The argument begins with a reflection on the nature of confidence in the relationship between philosophy and policy. We note the widespread resistance to abstract theorising in the policy community, disguising the enormous potential of a philosophical approach. Defending a philosophically equipped approach to policy, which is inevitably theoretically laden, we argue that philosophical (...)
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  3.  12
    Reviews in brief.James C. Conroy - 2005 - Journal of Moral Education 34 (1):131-132.
    The ethical teacher Ivan Snook, 2003, Palmerston North, New Zealand, Dunmore Press, $34.95 (pbk), 199 pp. ISBN 0‐86469‐432‐6 This work by the well known New Zealand scholar offers a useful survey o...
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  4.  12
    The Assessment of Academic Research in the UK: An Ethical Analysis.James C. Conroy & Richard Smith - 2018 - In Paul Smeyers & Marc Depaepe (eds.), Educational Research: Ethics, Social Justice, and Funding Dynamics. Springer Verlag. pp. 25-37.
    We here analyse the ethical dimensions of the UK’s ‘Research Excellent Framework’, the latest version of an exercise which assesses the quality of university research in the UK every seven or so years. We find many of the common objections to this exercise unfounded, such as that it is excessively expensive by comparison with alternatives such as various metrics, or that it turns on the subjective judgement of the assessors. However there are grounds for concern about the crude language in (...)
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  5.  52
    (1 other version)Transgression, transformation and enlightenment: The trickster as poet and teacher.James C. Conroy & Robert A. Davis - 2002 - Educational Philosophy and Theory 34 (3):255–272.
  6.  18
    Schools as Factories: The Limits of a Metaphor.Robert A. Davis, James C. Conroy & Julie Clague - 2020 - Journal of Philosophy of Education 54 (5):1471-1488.