Call for Papers for both events and publications.

CFP: Educational Philosophy and Theory special issue

Deadline: Feb 1, 2022


Anti-Oedipus turns 50
2022 marks the fiftieth anniversary of the publication of Deleuze and Guattari’s Capitalisme et schizophrénie. L'anti-Œdipe (Anti-Oedipus). In a transversal retrospective and prospective examination of Deleuze and Guattari’s work, this special issue rest on the precipice of the past fifty years of research on Deleuze and Guattari, and looks to the future of schizoanalysis and its implications for the philosophy of education. We will ask what next for this unconventional but influential work, which says of schizoanalysis, that we haven’t seen anything yet.
Scholars will assess the lasting impact of the “philosophy of desire” which emerged in the 1960s and 1970s and address its impact on the philosophy of education. Global experts will consider Deleuze and Guattari’s relationship with Jean-François Lyotard, Foucault, Badiou and others, responding to critics who question the extremities and polarities of Deleuze and Guattari’s thought and its relevance to the contemporary philosophy of education, asking: Where are the “anarcho-désirants”? Has the generational effect of 1968 all but disappeared? What is there in antihumanism that can be the basis for a new philosophy of education? Is it still possible to think of the determinate assemblage of the school or university in revolutionary terms?
With these critical questions in mind, the special issue will clarify and speculate on the potential of Deleuze and Guattari’s philosophy of desire. Other questions that might be addressed include: Is desire an anachronistic concept? Where are the new ʻdesiring machinesʼ in education? What is there in the rhizome, the line of flight, and the concept of deterritorialization which can translate into the contemporary moment and be the basis for a new, robust and experimental philosophy of education? Where lies in the schizophrenic process in education the potential for revolution? What can we translate from Pensée-68 (1968-thought) and apply to the present moment?
The special issue addresses Deleuze and Guattari approach to educational research and claims that international researchers continue to undertake educational research using concepts derived from Deleuze and Guattari’s philosophy in remarkable, creative and thought-provoking ways. On this 50th anniversary of Anti-Oedipus, authors will explore how Deleuze and Guattari’s philosophy might continue to enliven conceptual undertakings in the field of educational research, experience, and outcomes.
Looking to Publish your Research?
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Submission Instructions
Final papers for peer review should be no more than 6,000 words in length, including references. Submitted papers should not have been previously published nor currently under consideration for publication elsewhere. A guide for authors, sample issues, and other relevant information is available on the EPAT website
In the first instance, please send abstracts of around 300 words to Joff P.N. Bradley by November 1st, 2021 at the email below.
Full papers are due by February 1st 2022.
If you have any questions, please do not hesitate to contact Joff P.N. Bradley at This email address is being protected from spambots. You need JavaScript enabled to view it. or Emile Bojesen at This email address is being protected from spambots. You need JavaScript enabled to view it.

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Contact: Joff P.N. Bradley at This email address is being protected from spambots. You need JavaScript enabled to view it. or This email address is being protected from spambots. You need JavaScript enabled to view it.

CFP: New Zealand Journal of Teachers' Work

Deadline: Sep 30, 2021

Call for Papers: ‘Teachers’ work in the pandemic age’

Towards the end of the 20th century and in the early 2000s, the 21st century has been seen and was often proclaimed as an age of change, of renewal. Notions like ‘21st century teaching and learning’, ‘21st century classrooms’, and ‘21st century education’ were used widely in the public and academic domain. While these notions encapsulated an optimistic educational transformation, catering for technology-oriented, globally-aware students, it appears now, however, that this optimism has turned to crisis. The COVID pandemic has shown clearly the flipside of globalisation and revealed crises in societies generally and education specifically. Notably, social inequalities and the failings of education systems to adequately support marginalised groups and already disadvantaged students. Unfortunately, COVID seems likely not to be the last pandemic either, as globalisation and environmental crises continue to increase the likelihood for new diseases to occur in the future. Nonetheless, in these times of crisis, teachers have found new ways to re-engage with students and to deal with disruptions during these nearly two years of the ongoing pandemic.

We, the editors, are calling for contributions that capture some of this changed reality of teachers’ work. What have we learned in relation to pedagogy, technology, 21st century classrooms, online learning, student engagement, support of disadvantaged students, and other relevant aspects for centres, schools and education that can inform teachers’ work during, after, and before the next pandemic or other crisis?

NZJTW is inviting contributions to a special topic in the form of
• Articles
• Opinion pieces
• Research overviews of ongoing projects
• Teacher reflections, and
• Book reviews

Submission deadline for the special topic is 30 September 2021.

NZJTW is also inviting contributions on any other topics that may be of interest to teachers across the education sector from early childhood to tertiary education.


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CFP: Call for Papers for Special Issue of Educational Philosophy and Theory Title:

Deadline: Oct 29, 2021

Call for Papers for EPAT Special Issue
Title: Teaching About Climate Change in the Midst of Ecological Crisis: Professional and Ethical Responsibilities
Editors: Dr Jennifer Bleazby; Dr Ilana Finefter-Ronsebluh; Associate Professor Gilbert Bugh; Associate Professor Mary Graham; Associate Professor Alan Reid; Dr Simone Thornton.
Abstract: As UNESCO (2019) states, “climate change is the defining challenge of our time” and education is “an essential element for mounting an adequate response to it”. As part of our collective moral responsibility for addressing climate change, teachers have specific responsibilities, including helping students to understand climate science and encouraging students to develop pro-environmental values and behaviours. However, these responsibilities can give rise to ethical or professional dilemmas, which may impede quality climate change education. For example, because of the politicised public debate about climate change, teachers may fear accusations of political indoctrination if they encourage students to accept, and act on, climate science (Kissling and Bell, 2020). Problematically, this leads many teachers to adopt a ‘teaching the controversy’ approach – i.e., they teach ‘both sides’ of the debate in neutral a manner (Colston, N.M. & Vadjunec, J.M., 2015). Such dilemmas can be even more pronounced when teaching within the context of ecological crises, like the 2019-2020 Australian bushfires, as such crises can further provoke intense feelings and public debate about climate change. Educational philosophy is pertinent to understanding and responding to these issues, especially literature on indoctrination; values education; the teaching of controversial topics; epistemological criteria and curriculum content; student voice and student participation rights; and teacher professional ethics.

We invite submissions that explore any of the following themes or related topics:

• What sorts of ethical responsibilities, if any, do teachers have, and what sorts of dilemmas might they encounter, when teaching about climate change, especially in the context of ecological crises?
• Should teachers support students’ environmental activism, such as the School Strike 4 the Climate?
• Do some forms of climate change education constitute political indoctrination and, if so, does this make them unethical?
• Should teachers teach the claims of climate change deniers, alongside climate science? If so, how should they be taught and what is their epistemological status?
• How can teachers foster their students’ capacities for independent thinking and autonomy while actively encouraging them to adopt pro-environmental values?
• Should teachers use ecological crises, like the 2019-2020 Australian bushfires, to promote pro-environmental values and behaviours or is this emotionally manipulative or insensitive?
• What philosophies, policies and practices might educators use to overcome these issues with climate change education (in particular, we welcome papers that examine indigenous philosophies and pedagogies; Philosophy for Children/Community of inquiry; pragmatist, feminist and non-Western theories).

Key References:
Colston, N.M. & Vadjunec, J.M. (2015). A critical political ecology of consensus: On ‘‘Teaching Both Sides” of climate change controversies. Geoforum, 65, 255-265.
Foss, A.W. & Yekang, K. (2019) Barriers and opportunities for climate change education: The case of Dallas-Fort Worth in Texas, The Journal of Environmental Education, 50(3), 145-159.
Hand, M. (2008). What should we teach as controversial? A defense of the epistemic criterion. Educational Theory, 58(2), 213-228.
Humphreys, C. & Blenkinsop, S. (2017). White Paper Concerning Philosophy of Education and Environment. Studies in Philosophy and Education, 36, 243–264.
Kvamme, O. A. (2019). School Strikes, Environmental Ethical Values, and Democracy, Sustainability and Education: Philosophical Perspectives, 8(1), 6-27.
Kissling, T. & Bell, J.T. (2020). Teaching social studies amid ecological crisis, Theory & Research in Social Education, 48(1), 1-31.
UNESCO (2019). Country Progress on Climate Change Education, Training and Public-Awareness: An analysis of country submissions under the United Nations Framework Convention on Climate Change. Paris: UNESCO.

Proposed Schedule
• April 9th, 2021: Due date for submission of abstract of 200-300 words
• by April 30th, 2021: Decisions on abstracts
• October 29th, 2021: Submission of 6000 word manuscript for review
• December, 10th: Reviews completed
• January 7th, 2022: Resubmissions of manuscript for re-review (if needed)
• Mid 2022: Publication on line in hard copy as soon as space available

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CFP: Journal: Educational Philosophy and Theory

Deadline: Jul 1, 2021

Humility in Educational Philosophy and Theory
Special Issue Editors:
Liz Jackson, Education University of Hong Kong This email address is being protected from spambots. You need JavaScript enabled to view it.
Jae Park, Education University of Hong Kong This email address is being protected from spambots. You need JavaScript enabled to view it.

Key Words: humilities, virtues, comparative philosophy, moral education, Confucianism, Buddhism

Humility is regarded as beneficial for individuals, relationships, and society. It is believed to increase personal well-being and tolerance of difference, and enhance interpersonal relationships. Scholars recommend that schools educate young people for “cultural humility”, “democratic/civic humility”, and “intellectual humility”. Cultural humility involves self-reflection when interacting with individuals from different cultural backgrounds (Haynes-Mendez & Engelsmeier, 2020). Button (2016) recommends democratic humility as “recognition that we are in need of ethical dispositions in accordance with which we can live within the multiple and increasingly heightened tensions of our ontological-historical condition” (p. 855). Intellectual humility refers to accurate and sincere recognition of epistemic limitations of oneself and others (Pritchard, 2020; Spiegel, 2012; Tanesini, 2018).

Educating for humility could be regarded as an important element and goal of education as it helps students realise their limitations and consider different (even opposite) perspectives (Pritchard, 2020; Spiegel, 2012). However, as with other virtues, humility may be conceptualised and expressed differently across diverse cultural communities. In relation, how to educate for humility may look different in schools around the world. Meanwhile, some evidence suggests that education actually decreases people’s level of humility, particularly in western societies, at odds with the goals of those interested in moral and values education.

In western philosophy, humility is seen to have two components, as inwardly and outwardly directed: as a personal state, and a disposition toward others. Before the late nineteenth century, many western philosophers, such as Spinoza, Nietzsche, Kant, Sidgwick, and others following Aristotelian and liberal traditions, saw humility as a lack of rational understanding, self-abasement, or underestimation of moral worth. Since the last few decades, more scholars identify humility with non-overestimation of moral self-worth. In view of human vulnerabilities, they state that it is important to recognise human imperfections and develop a realistic sense of self.

Similar to western ideas, humility in Confucianism is an inner virtue and outward demeanour (Rushing, 2013). The fundamental ideas concerning human life purposes start with self-cultivation (修身) (Tu, 1985). With a view that “the self is both the seeker and the impeder” (Li, 2016, p. 153) in self-cultivation, Confucianism contends that self-conceit (自大), hubris (自负), arrogance (傲慢), and complacence (自以为是/洋洋得意) impede this process (Li, 2016; Rushing, 2013). These feelings are dangerous as they lead people to become self-satisfied, overestimate themselves, and make mistakes that can lead to moral and other kinds of failure.

Few researchers have comparatively examined philosophies of humility, and while many recommend its benefits, how to teach for humility within a particular cultural context, in light of the political challenges it may pose (e.g., political submission), has also not yet been systematically explored.

This call for papers invites explorations of the philosophical and theoretical roots underpinning different conceptions of humility, and their implications for education. We particularly invite contributions which:

• Compare the role of humility across different philosophical traditions (for example, East and West, or different religious and metaphysical views)
• Develop critical analyses of the political implications of promoting humility in education in different cultural and social contexts
• Trace how distinctive philosophical and political views of humility link to educational models and practices
• Consider humility in connection to views of self-other relations and amidst other complementary or competing virtues (for instance, vulnerability, courage, openness, prudence, and gratitude)

Submission Instructions

Final papers for peer review should be no more than 6,000 words in length, including references. A guide for authors, sample issues, and other relevant information is available on the EPAT website

In the first instance, please send abstracts to Liz Jackson at This email address is being protected from spambots. You need JavaScript enabled to view it. by July 1st, 2021. Full papers are due by November 1st 2021.

CFP: Special Issue EPAT. Paulo Freire Centennial: Reinventing Freire for 2021

Deadline: Oct 31, 2020

Special Issue Editorial Team
Greg William Misiaszek (Beijing Normal University; Paulo Freire Institute, UCLA), Editor
Lauren Ila Misiaszek (Beijing Normal University; Paulo Freire Institute, UCLA), Editor
Samson Maekele Tsegay (Roehampton University), Assistant Editor

As we celebrate 100 years since Paulo Freire’s birth in September 2021 and fifty years since the initial publication of Pedagogy of the Oppressed, this special issue of Educational Philosophy and Theory (EPAT) will focus on how Freire’s work continues to reinvent education worldwide and how scholars continue to reinvent his work. We specifically use reinvention because Freire vehemently argued for the “social theoretical recontextualization [of his work] and a rejection of unreflexive, mechanical efforts to ‘import’ his pedagogy into different social and cultural contexts” (Morrow & Torres, 2019, pp. 247-248). Countering fatalistic teaching that reproduces and justifies oppressions, and working towards better futures, Freirean education centers students’ “dream of constant reinvention of the world, the dream of liberation, thus the dream of a less ugly society, one less mean-only dream of human beings' silent adaptation to a reality considered untouchable” (Freire, 2004, p. 85). In the spirit of reinvention towards social justice and planetary sustainability, we are broadly seeking submissions that depart from current Freirean debates on the following themes:
• Contributions of Freire’s pedagogical theories and philosophy to contemporary educational reinvention at all levels of formal, nonformal (including social movements), and informal education;
• Intersections of Freire’s work with previously understudied scholarship, praxis, languages, and/or contexts;
• Issues of mis-representation of Freire’s work and interventions in re/framing; and
• Futures of education rooted in Freire’s work for the next 100 years.
In keeping within EPAT’s focus, the manuscripts should demonstrate clear connection to the themes of educational philosophy and theories. (see
• September 15, 2020: Abstract of 200-300 words
• by October 31, 2020: Decisions on abstract
• January 31, 2021: Submission of manuscript for review
• March 31, 2021: Reviews completed
• May 15, 2021: Resubmissions of manuscript for re-review (if needed)
• July 31, 2021: Final manuscript
• Late 2021 Publication
How to submit
Email abstract to Greg (This email address is being protected from spambots. You need JavaScript enabled to view it.) and Samson (This email address is being protected from spambots. You need JavaScript enabled to view it.)

Freire, P. (2004). Pedagogy of indignation. Boulder, CO: Paradigm Publishers.
Morrow, R. A., & Torres, C. A. (2019). Rereading Freire and Habermas: Philosophical anthropology and reframing critical pedagogy and educational research in the neoliberal anthropocene. In C. Torres, A. (Ed.), Wiley Handbook of Paulo Freire (pp. 241-274). New Jersey: Wiley-Blackwell.

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