31 found
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  1.  17
    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.  10
    Academic Friendship in Dark Times.Penny Enslin & Nicki Hedge - 2019 - Ethics and Education 14 (4):383-398.
    ABSTRACTBringing philosophical work on friendship to bear on the growing body of critique about the state of the neoliberal academy, this paper defends academic friendship. Initially a vignette illustrates the key features of academic friendship and the multiple demands on academics to account for themselves in the neoliberal university. We locate academic friendship in the context of that neoliberal university before discussing managerialist threats to this relationship. We indicate how the performativity-driven working environment contrasts radically and unfavourably with some defining (...)
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  3.  39
    Deliberative Democracy, Diversity and the Challenges of Citizenship Education.Penny Enslin, Shirley Pendlebury & Mary Tjiattas - 2001 - Journal of Philosophy of Education 35 (1):115–130.
  4.  11
    Deliberative Democracy, Diversity and the Challenges of Citizenship Education.Penny Enslin, Shirley Pendlebury & Mary Tjiattas - 2001 - Philosophy of Education 35 (1):115-130.
  5.  15
    Rethinking the ‘Western Tradition’.Penny Enslin & Kai Horsthemke - 2015 - Educational Philosophy and Theory 47 (11):1166-1174.
    In recent years, the ‘Western tradition’ has increasingly come under attack in anti-colonialist and postmodernist discourses. It is not difficult to sympathise with the concerns that underlie advocacy of historically marginalised traditions, and the West undoubtedly has a lot to answer for. Nonetheless, while arguing a qualified yes to the central question posed for this special issue, we question the assumption that the West can be neatly distinguished from alternative traditions of thought. We argue that there is fundamental implicit and (...)
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  6.  66
    African Philosophy of Education: The Price of Unchallengeability.Kai Horsthemke & Penny Enslin - 2009 - Studies in Philosophy and Education 28 (3):209-222.
    In South Africa, the notion of an African Philosophy of Education emerged with the advent of post-apartheid education and the call for an educational philosophy that would reflect this renewal, a focus on Africa and its cultures, identities and values, and the new imperatives for education in a postcolonial and post-apartheid era. The idea of an African Philosophy of Education has been much debated in South Africa. Not only its content and purpose but also its very possibility have been, and (...)
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  7. Philosophy of Education and the Gigantic Affront of Universalism.Penny Enslin, Mary Tjiattas & Sharon Todd - 2009 - Philosophy of Education 43 (1):1-2.
    Universalism in philosophy, argue Penny Enslin and Mary Tjiattas, tends to be regarded as an affront to particular affiliations, an act of injustice by misrecognition. While agreeing with criticisms of some expressions of universalism, they take the view that anti-universalism has become an orthodoxy that deflects attention from pressing issues of global injustice in education. In different ways, recent reformulations of universalism accommodate particularity and claims for recognition. Defending a qualified universalism, they argue, through a discussion of the Education for (...)
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  8.  24
    Democratic Citizenship.Penny Enslin & Patricia White - 2003 - In Nigel Blake (ed.), The Blackwell Guide to the Philosophy of Education. Blackwell. pp. 110--25.
  9.  13
    Philosophy of Education and the Gigantic Affront of Universalism.Penny Enslin & Mary Tjiattas - 2009 - Philosophy of Education 43 (1):2-17.
  10.  14
    Representation, Identification and Trust: Towards an Ethics of Educational Research.Shirley Pendlebury & Penny Enslin - 2001 - Journal of Philosophy of Education 35 (3):361–370.
  11.  19
    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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  12.  17
    The Liberal Point of View.Penny Enslin - 1984 - Educational Philosophy and Theory 16 (2):1–9.
  13.  35
    International Students, Export Earnings and the Demands of Global Justice.Penny Enslin & Nicki Hedge - 2008 - Ethics and Education 3 (2):107-119.
    Is it just to charge international students fees that are generally much higher than those paid by home and European Union students at UK universities? Exploring the ethical tension between universities? avowed commitment to social justice on the one hand and selling education to foreign students at a premium on the other, we argue that increased global association and the reduced salience of the sovereign state make the education of international students an issue of global justice. If we view education (...)
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  14.  13
    Can Marxism Offer a Coherent Notion of Education?Penny Enslin - 1987 - Journal of Philosophy of Education 21 (1):59–74.
  15.  33
    Education and Global Citizenship.Penny Enslin & Mary Tjiattas - 2004 - Theoria 51 (104):150-168.
    Darrel Moellendorf argues that duties of justice have global scope. We share Moellendorf's rejection of statism and his emphasis on duties of justice arising out of association in Cosmopolitan Justice. Building on Moellendorf's view that there are cosmopolitan duties of justice, we argue that in education they are both negative and positive, requiring redistribution of educational resources and transnational educational intervention. We suggest what kinds of intervention are justifiable and required, the kinds of international structures that could regulate them, and (...)
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  16.  13
    Apartheid Ideology in South African Education.Penny Enslin - 1986 - Philosophical Forum 18 (2):105-114.
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  17.  9
    The Limits of Community.Penny Enslin - 1990 - Theoria 75:27-36.
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  18.  47
    Democracy, Social Justice and Education: Feminist Strategies in a Globalising World.Penny Enslin - 2006 - Educational Philosophy and Theory 38 (1):57-67.
    Recognising the relevance of Iris Marion Young's work to education, this article poses the question: given Iris Young's commitment to both social justice and to recognition of the political and ethical significance of difference, to what extent does her position allow for transnational interventions in education to foster democracy? First, it explores some of Iris Young's arguments on the relationship between democracy and social justice, with particular reference to their implications for education. Second, I argue that if her ideas are (...)
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  19.  4
    Representation, Identification and Trust: Towards an Ethics of Educational Research.Shirley Pendlebury & Penny Enslin - 2001 - Philosophy of Education 35 (3):361-370.
  20.  33
    Are Hirst and Peters Liberal Philosophers of Education?Penny Enslin - 1985 - Journal of Philosophy of Education 19 (2):211–222.
  21.  32
    Between Universalism and Universality: A Rejoinder to Sharon Todd.Penny Enslin & Mary Tjiattas - 2009 - Philosophy of Education 43 (1):23-29.
  22. Citizenship.Penny Enslin & Mary Tjiattas - 2018 - In 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.), International Handbook of Philosophy of Education. Springer Verlag. pp. 771-785.
    This chapter explores normative conceptions of citizenship and their implications for moral and civic education. Starting with an account of the historical emergence of Republican and Liberal conceptions of citizenship, it notes important conceptual links between notions of citizenship and agency, democracy, general will formation, political authority and legitimacy, rights and duties, and moral and political standing. Against this historical background, it then turns to a discussion of the cognitive and affective capacities that these notions of citizenship involve, and the (...)
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  23.  18
    Education and the Limits of Political Liberalism.Penny Enslin - 1997 - Theoria 44 (90):65-76.
  24.  16
    Education for Liberal Democracy: Universalising a Western Construct?Penny Enslin - 1999 - Journal of Philosophy of Education 33 (2):175–186.
  25.  25
    Getting the Measure of Measurement: Global Educational Opportunity.Penny Enslin & Mary Tjiattas - 2017 - Educational Philosophy and Theory 49 (4):347-361.
    Although measurement is widely misused in education, it is indispensable in addressing the problems of injustice in global educational opportunity. Considering how the case can be made for legitimate use of measurement in normative analysis and argument, we explore ways in which metrics have featured in the formulation of theories of justice, with particular attention to resourcist and capabilities approaches. We then consider three means of addressing global inequality and defend a reconstruction of the public sphere in which objective measures (...)
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  26. Inclusion and Diversity.Penny Enslin & Nicki Hedge - 2010 - In Richard Bailey (ed.), The Sage Handbook of Philosophy of Education. Sage Publication. pp. 385.
     
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  27.  30
    Liberalism, Education and Schooling – By T. H. McLaughlin.Penny Enslin - 2011 - Educational Philosophy and Theory 43 (7):788-790.
  28.  5
    Monuments After Empire? The Educational Value of Imperial Statues.Penny Enslin - 2020 - Journal of Philosophy of Education 54 (5):1333-1345.
    Journal of Philosophy of Education, EarlyView.
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  29.  8
    On Peer Review as the ‘Gold Standard’ in Measuring Research Excellence: From Secrecy to Openness?Penny Enslin & Nicki Hedge - forthcoming - Journal of Philosophy of Education.
  30.  18
    Philosophy of Education: Becoming Less Western, More African?Penny Enslin & Kai Horsthemke - 2016 - Journal of Philosophy of Education 50 (2):177-190.
    Posing the question ‘How diverse is philosophy of education in the West?’ this paper responds to two recent defences of African philosophy of education which endorse its communitarianism and oppose individualism in Western philosophy of education. After outlining Thaddeus Metz's argument that Western philosophy of education should become more African by being more communitarian, and Yusef Waghid's defence of communitarianism in African philosophy of education, we develop a qualified defence of aspects of individualism in education. Our reservations about some aspects (...)
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  31.  28
    Sex Education: Challenges and Choices.Alison MacKenzie, Nicki Hedge & Penny Enslin - 2017 - British Journal of Educational Studies 65 (1):27-44.