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  1.  8
    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.
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  2.  49
    Induction Into Educational Research Networks: The Striated and the Smooth.Naomi Hodgson & Paul Standish - 2006 - Journal of Philosophy of Education 40 (4):563–574.
  3.  14
    Introduction: Philosophy as Translation and the Understanding of Other Cultures.Naoko Saito & Naomi Hodgson - 2017 - Ethics and Education 12 (1):1-4.
    The 15th Biennial Meeting of the International Network of Philosophers of Education was held from 17 to 20 August 2016, at the University of Warsaw. The conference theme was ‘Philosophy as Translation and the Understanding of Other Cultures’, and we take this as the title for this Special Issue of Ethics and Education. The articles included in this volume are representative of the dynamism of the conference, reflecting a diversity of initiatives and interventions in what might be thought of as (...)
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  4.  12
    The Hermit and The Poet.Naomi Hodgson & Amanda Fulford - 2016 - Journal of Philosophy of Education 50 (2):191-204.
    The notions of literacy and citizenship have become technologised through the demands for measurable learning outcomes and the reduction of these aspects of education to sets of skills and competencies. Technologisation is understood here as the systematisation of an art, rather than as intending to understand technology itself in negative terms or to comment on the way technology is used in teaching and learning for literacy and citizenship. Technologisation is approached here in terms of the understanding of literacy and citizenship (...)
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  5.  2
    Digitisation, Securitisation, and Upbringing: Interrelations and Emerging Questions.Naomi Hodgson & Stefan Ramaekers - forthcoming - Ethics and Education:1-22.
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  6.  21
    Educational Research, Governmentality and the Construction of the Cosmopolitan Citizen.Naomi Hodgson - 2009 - Ethics and Education 4 (2):177-187.
    The turn to cosmopolitanism in educational research on citizenship education is indicative of a wider discourse of cosmopolitanism evident throughout social and cultural policy. This discourse represents a more 'light-hearted' use of the term than the philosophical tradition offers. This discourse should not be dismissed, however, but, instead, attention should be paid to who the citizen is that is addressed by such language. An analysis informed by Foucault's concept of governmentality draws attention to the way in which the discourse of (...)
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  7.  18
    Narrative and Social Justice From the Perspective of Governmentality.Naomi Hodgson - 2009 - Journal of Philosophy of Education 43 (4):559-572.
    The use of narrative research is often informed by a commitment to social justice on the part of the researcher. An example of this literature, Morwenna Griffiths' Action for Social Justice in Education: Fairly Different (2003), is taken here to illustrate the understanding of power and the way in which the relationship between theory and practice is conceived. The language and tone of such texts illustrate the role of a certain inheritance of psychology in the construction of subjectivity, which shapes (...)
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  8.  3
    Response to Alexis Gibbs’ Review of Philosophical Presentations of Raising Children: The Grammar of Upbringing.Naomi Hodgson & Stefan Ramaekers - 2020 - Studies in Philosophy and Education 39 (3):345-348.
  9.  19
    Introduction.Naomi Hodgson - 2017 - Journal of Philosophy of Education 51 (4):E1-E7.
  10.  66
    An Overview.Naomi Hodgson - forthcoming - Journal of Philosophy of Education 44 (1).
  11.  19
    Research, Governance, and Technologies of Openness.Naomi Hodgson - 2016 - Educational Theory 66 (4):535-549.
    Recent policy changes in the European Union have introduced the requirement for publicly funded research to be published in open access. This can be seen as part of a mode of democratic accountability that not only promotes transparency but also, Naomi Hodgson argues, is constituted by visibility and openness. By drawing attention to the way in which the researcher is asked to understand herself in this policy context, Hodgson illustrates how particular technologies of performance measurement and management, and of publication, (...)
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  12.  49
    Introduction.Naomi Hodgson - forthcoming - Journal of Philosophy of Education 44 (1).
  13.  10
    An Overview.Naomi Hodgson - 2017 - Journal of Philosophy of Education 51 (4):E8-E8.
  14.  10
    Technologies of Reading and Writing: Transformation and Subjectivation in Digital Times.Amanda Fulford, Naomi Hodgson, Anna Kouppanou & Joris Vlieghe - 2016 - Educational Theory 66 (4):435-440.
  15.  11
    The Researcher and the Studier: On Stress, Tiredness and Homelessness in the University.Naomi Hodgson - 2016 - Journal of Philosophy of Education 50 (1):37-48.
    Recent European policy has seen a shift from a concern with lifelong learning in the Lisbon Strategy to research and innovation in the Horizon 2020 programme. Accordingly, there has been an increased policy focus on the researcher who, like the lifelong learner must be entrepreneurial, adaptable, mobile, but who must also find new ways in which to develop and deploy her skills and competences and smart solutions to current problems in order to ensure sustainability. The subject position of the researcher, (...)
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  16.  21
    Citizenship Education, Policy, and the Educationalization of Educational Research.Naomi Hodgson - 2008 - Educational Theory 58 (4):417-434.
    In this essay, Naomi Hodgson reconsiders the value of Michel Foucault’s normalization thesis to the study of educationalization in relation to contemporary educational policy and research. Hodgson begins by analyzing educational researchers’ response to the recent introduction of citizenship education in England, focusing specifically on a review of research, policy, and practice in this area commissioned by the British Educational Research Association . She argues that the BERA review exemplifies the field of education policy sociology in that it is conducted (...)
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  17.  10
    Cosmopolitan Research and Public Thinking: Putting Oneself to the Test of Reality.Naomi Hodgson - 2013 - Ethics and Education 8 (3):263-275.
    This paper returns to the theme of the academic turn to cosmopolitanism as a response to the challenges of globalisation, conflict, inequality and diversity discussed here previously. The discussion of cosmopolitanism here refers to the context of current policy relating to research and what it means to be a researcher in the European Union today or, as current policy frames it, ‘the Innovation Union’. The understanding of the researcher found in current policy relates closely to the particular understanding of citizenship (...)
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  18.  17
    Citizenship and Scholarship in Emerson, Cavell and Foucault.Naomi Hodgson - 2011 - Ethics and Education 6 (1):85 - 100.
    This article explores the relationship between democracy, citizenship and scholarship through the notion of voice. The conception of voice in current policy operates governmentally, and shores up an identity ordered according to existing classifications and choices rather than destabilising it, and enabling critique. Rather than leading to an empowerment then the notion of voice, found in policy, research and practice, constitutes a depoliticisation of citizenship. The work of Ralph Waldo Emerson, Stanley Cavell and Michel Foucault is drawn upon here to (...)
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  19. Philosophy and Theory in Educational Research: Writing in the Margin.Amanda Fulford & Naomi Hodgson (eds.) - 2016 - Routledge.
    _Philosophy and Theory in Educational Research: Writing in the Margin_ explores the practise of reading and writing in philosophy of education and education theory. Showing that there is no ‘right way’ to approach research in educational philosophy, but illustrating its possibilities, this text invites an engagement with philosophy as a possibility for educational research. Drawing on their own research, theoretical and philosophical sources, the authors investigate the important issue of what it means to read and write when there is no (...)
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  20.  20
    ‘The Only Answer is Innovation …’: Europe, Policy, and the Big Society.Naomi Hodgson - 2012 - Journal of Philosophy of Education 46 (4):532-545.
    Recent European and member state policy shows innovation to be a current guiding logic of government. This article offers an analysis of how innovation, seen partly in terms of learning but more significantly in terms of research, forms part of the discourses and practices of government today. Research is now something that all actors must engage with and so constitutes the individual's self‐understanding. Both the European and UK policies that I discuss speak of a shift away from excessive measurement and (...)
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