The Video Journal of Education & Pedagogy (VJEP)

A New Springer Journal

To be launched 2016


Universities of Waikato (NZ), Chapman (US), Aalborg (Denmark), Massey (NZ), Philosophy of Educational Society of Australasia (PESA) and other institutions pending

At its meeting at Annual Conference 2015 held at the Kingsgate Hotel in Hamilton the Executive unanimously voted to become an institutional member of the consortia of institutions associated with The Video Journal of Education & Pedagogy

An overview of the journal – aims and scope

Scope

The Video Journal of Education and Pedagogy initiates a new movement in academic publishing in the field of Education by establishing the first video journal in the field and a database of video articles that captures the latest developments in educational practice, including teacher education, classroom teacher and child observation. The journal provides a database of video articles that is dedicated to teaching and education fundamentals through simple and easy to understand demonstrations. The journal will also use the video medium and research on new visualization methodologies to provide structured interviews with leading scholars.

Practice-based accounts conceptualize education and pedagogy as capturing the practitioner knowledge and situated knowledges, stressing the negotiated and performative character of not only of practice but also of education policy. The “practice turn” in educational studies has a long history that emerges with the birth of educational research and the influence exerted by pragmatists thinkers like Ludwig Wittgenstein and John Dewey.

The concept of practice

The concept of practiceis the neglected underlying concept that signals a whole host of elements concerning the so-called “new pedagogy”. The notion of educational practices includes the emphasis on social constructionism that gels with a constellation of new emphasis in educational studies more generally: the central importance of cultures in relation learning and knowledge cultures, evidence-based cultures, organisational cultures, and youth cultures. The term also implies a central focus on “the practitioner” and practitioner knowledge dating from the work of Donald Schön and Chris Argyris.  This use is also common to the notion of  ‘communities of practice’ and associated notions of ‘situated learning’. The cultural turn and the reflective practitioner have been used to signal the priority of the practical over the theoretical in educational activities. This means, among others things, that education activities are primarily engagements-with-others-in-the-world implying that learning and teaching are fundamentally social activities, ‘doings’ or performances without ‘inner’ processes.

Aims

VJEP will:

1. integrate visual approaches to educational research and practitioner knowledge


2. provide rapid spread and open access to video pedagogy demonstrations in an international and comparative context

3. provide a platform for education research in teacher education and demonstrated pedagogy


4. provide a ready means to capture and globally share practitioner knowledge


5. establish a new frontier in education publishing and scientific communication

Video Article

This journal will be the first video journal in the field of Education to utilize the medium of the video clip to scientifically examine, critique and problematize teaching moments in a multimedia format based on a 15 minute clip supported by text materials such as teaching notes, theory explanations, literature review, and a full set of references (for full submission see below).

All manuscripts submitted to VJEP are subject to peer review and editing. Each substantive manuscript is reviewed by at least two experts in the field, who may also be members of the Editorial Board. The decision of the Editors-in-Chief is final. The Corresponding Author is notified of the decision by e-mail, with reviewer comments, if applicable. The reviewers of the journal are all education experts in their respective field.

The journal is Springer owned but articles will remain the copyright of the authors. The journal is based on a funded (gold road) open access model based on a standard SpringerOpen platform with the intention that sponsorship will be used to pay for the open access fees of articles at the discretion of the Editorial Board and Editor.

Foundation Members

• Foundation institutional members have agreed to provide $10,000 (US). This will be paid into a ring-fenced trust account held by Springer but administered and used solely by the Editorial Board and Editorial team at the discretion of the Board.

• The one-off membership fee provides a voice on the Editorial Board which sets editorial policy and adminsiters the research fund.

• In addition, the foundational membership fee grants member institutions the right to appoint up to three reviewers that will comprise the Reviewers and also two video article waivers.

• The journal website will carry logos of the sponsoring institutions.

• It is anticipated that there will be ten institutional members as of late 2014 (Waikato, Chapman, Aalborg, PESA, Massey and others pending).

• The $10,000 (US) will be used for scholarship and research purposes only and controlled and audited by the Editorial Board.

• The fund will be used to assist the publication of research video articles (by paying the open access fee), assist with research expenses and commissioning state of the art research.

Benefits to PESA Members

1. VJEP will provide new publishing opportunities for members
2. VJEP will provide new publishing opportunities for the Society
3. VJEP will promote the relationship between philosophy, education and visual culture and hence endorses the aim of PESA
4. VJEP will provide opportunities for PESA members to become reviewers and editors in a new area of journal scholarship
5. VJEP will encourage PESA to become part of an international research collaboration providing new research directions, experimentation with new visualization methodologies, and new forms of engagements with other researchers
6. VJEP will provide new areas for philosophers of education to develop expertise in areas of visual culture, especially as the social media landscape moves increasingly toward video-text-sound configurations.

2015 development

There will be a one-day conference on the journal on May 18^th 2015 at the University of Waikato.

Editor-in-Chief: Michael A. Peters 

Associate Editors: Tina Besley, Jayne White

Download the Invitation to Submit - PDF

Collaborate session recording with Prof M. Peters and Prof. J.T. Ozolins from 14.08.2014‏

In this Collaborate session recording taken from Thursday 14th August 2014 two guest experts (Prof Michael Peters (University of Waikato, NZ) and Prof Janis (John) Ozolins (ACU, Australia)) in the field of educational philosophy and theory with international standing in the academic community discuss a broad range of issues on the topic of educational philosophy and theory with Dr Steven Stolz from La Trobe University (Australia) as part of a blended learning mode subject which he coordinates for the Graduate Diploma of Education (Secondary) students.

This discussion session is recorded using Blackboard Collaborate.  To view the recording you will need to download open the web start launcher which will automatically download when you click the link below.  Please note that the laucher requires Java to be installed and enabled on your computer in order to run.

Open Blackboard Collaborate Recording

New Directions in the Philosophy of Education

Series Editor: Michael A Peters, Gert Biesta

http://routledge-ny.com/books/series/NDPE/

A new book in the series has just been published. We would be interested to receive proposal for the series from PESA members.

Thomas Jefferson's Philosophy of Education
A utopian dream

By M. Andrew Holowchak

This book series is devoted to the exploration of new directions in the philosophy of education. After the linguistic turn, the cultural turn, and the historical turn, where might we go? Does the future promise a digital turn with a greater return to connectionism, biology and biopolitics based on new understandings of system theory and knowledge ecologies? Does it foreshadow a genuinely alternative radical global turn based on a new openness and interconnectedness? Does it leave humanism behind or will it reengage with the question of the human in new and unprecedented ways? How should philosophy of education reflect new forces of globalization? How can it become less Anglo-centric and develop a greater sensitivity to other traditions, languages, and forms of thinking and writing, including those that are not routed in the canon of Western philosophy but in other traditions that share the ‘love of wisdom’ that characterizes the wide diversity within Western philosophy itself. Can this be done through a turn to intercultural philosophy? To indigenous forms of philosophy and philosophizing? Does it need a post-Wittgensteinian philosophy of education? A postpostmodern philosophy? Or should it perhaps leave the whole construction of 'post'-positions behind?

In addition to the question of the intellectual resources for the future of philosophy of education, what are the issues and concerns that philosophers of education should engage with? How should they position themselves? What is their specific contribution? What kind of intellectual and strategic alliances should they pursue? Should philosophy of education become more global, and if so, what would the shape of that be? Should it become more cosmopolitan or perhaps more decentred? Perhaps most importantly in the digital age, the time of the global knowledge economy that reprofiles education as privatized human capital and simultaneously in terms of an historic openness, is there a philosophy of education that grows out of education itself, out of the concerns for new forms of teaching, studying, learning and speaking that can provide comment on ethical and epistemological configurations of economics and politics of knowledge? Can and should this imply a reconnection with questions of democracy and justice?

This series comprises texts that explore, identify and articulate new directions in the philosophy of education. It aims to build bridges, both geographically and temporally: bridges across different traditions and practices and bridges towards a different future for philosophy of education.

Routledge Education Arena - Expert Panel Picks

Looking for research, guidance, or even inspiration, in Philosophy of Education?

Read the articles authored and recommended by Michael A. Peters, our Philosophy of Education Expert.

These articles are freely available to access online and include:

• Beyond the philosophy of the subject: liberalism, education and the critique of individualism
  Michael A. Peters & James Marshall
• Kinds of thinking, styles of reasoning
  Michael A. Peters
• 'What it makes sense to say’: Wittgenstein, rule‐following and the nature of education
  Nicholas C. Burbules & Richard Smith

Read the full collection to learn more about Philosophy of Education, Michael A. Peters, and his research today!

Kind regards,
Routledge Education
www.educationarena.com

Discover more from the Education Arena Expert Panel!

Routledge Education Arena - Expert Panel 2014

RoutledgeEducation Arena is pleased to announce the all new Expert Panel of editors and authors from across current academic education research.

The panel have been selected as experts in their field to support forthcoming initiatives and content on the Arena. The experts will also help us further develop the Arena to meet your needs, as well as offering you top tips about education research and publication. We welcome the panel to the Education Arena community!

http://www.educationarena.com/expertPanel/

Michael A. Peters
http://www.educationarena.com/expertPanel/panel2014/peters.asp

Read the work of our Expert Panel.
These articles are all free to access online until 31st December, 2014.

• http://explore.tandfonline.com/page/ed/education-expert-panel/
• http://explore.tandfonline.com/page/ed/education-expert-panel/education-philosophy-expert-michael-peters

Bakhtinian Pedagogy in Historical Perspective

Professor Craig Brandist, University of Sheffield

(PESA Sponsored Keynote at the Conference "Perspectives and Limits of Dialogism in Mikhail Bakhtin". Waikato, Jan 2014)

Abstract
Although formal educational processes appear very seldom in the ideas of the Bakhtin Circle, a much more general, social, educational process permeates all Bakhtin’s writings on culture. This is the heritage of a concern with what was known as ‘social pedagogy’ and Bildung that formed a central part of the Kulturkritik and neo-Kantian philosophy that lay behind his attempt to create a non-psychologstic humanism. Particularly important is Paul Natorp’s Social Pedagogy (1904) in which neo-Kantianism was fused with an ethical socialism and the pedagogical ideas of von Humboldt and Pestalozzi. The heritage of Natorp’s ideas is ambiguous and, along with the ideas of the American philosopher, psychologist and educational reformer John Dewey, they formed one of the theoretical perspectives that gained a significant amount of influence among educational reformers in the early Soviet period. All members of the Circle were involved in the radical educational reforms of the immediate post-Revolutionary period. The revolutionary context served to bring to the surface the radical, democratic potential of the new pedagogical ideas, and they were combined with new, radical ideas in language and psychology. Towards the end of the 1920s, however, some of the other sides of the approach began to come to the fore, limiting demotic voices and leading to a paternalism which ended up saturating the whole Soviet discourse of kul′turnost′ (the quality of being cultured). Bakhtin’s works of the 1930s and beyond have an ambiguous relationship to these developments, in some respects seeming to celebrate the enfranchisement of voices ‘from below’, but also subordinating them to the allegedly benevolent judgement of the intellectual. How are we to understand these tensions? What significance do they have for applications of Bakhtinian ideas in the context of formal education? What are the dangers of an uncritical adoption of Bakhtinian perspectives in this area? What can we do to ensure the productive potential implicit in Bakhtinian thought is retained while the paternalist dangers are minimized? Such questions require a historical investigation of some of the roots of Bakhtinian ideas, and a willingness to revise and supplement the ideas in the light of that investigation. Such will be the focus of this lecture.

Oxford Bibliographies (Oxford University Press)

Philosophy of Education

Michael Foucault

We are pleased to announce, having been passed through peer review, that our articles on 'Philosophy of Education' and  'Michel Foucault' have just been published on Oxford Bibliographies in Philosophy and are available at www.oxfordbibliographies.com.

PESA members can forward their suggestions for additional references in the Philosophy of Education entry for consideration to any one of the three authors. We already have a number of such suggestions especially to Analytic Philosophy of Education.

Oxford Bibliographies is published by Oxford University Pres.

"Developed cooperatively with scholars and librarians worldwide, Oxford Bibliographies offers exclusive, authoritative research guides. Combining the best features of an annotated bibliography and a high-level encyclopedia, this cutting-edge resource guides researchers to the best available scholarship across a wide variety of subjects."

Key Features 

• Selective: Expert recommendations on the best works available in each discipline – whether it be a chapter, a book, a journal article, a website, an archive, or data set – streamline the research process 
   
• Credible: Each subject area is overseen by an Editor in Chief, an Editorial Board, and peer reviewers, ensuring a balanced perspective with scholarly accuracy, authority, and objectivity 
   
• Original Scholarly Content: Each article includes an introduction written by a top scholar in the fields and is an authoritative guide to the current scholarship with original commentary and annotations by top scholars 
   
• Seamless Pathways: Intuitive linking and discoverability tools help users quickly locate full text content to prevent dead ends 
   
• Customization: Oxford Bibliographies personalization allows you to sign in to create a personalized list of citations with your own notes and annotations 
   
• Up to Date and Expanding: A robust updating program keeps researchers informed of advances in their fields 
   
• Discoverability: MARC 21 records available at the subject and article level; Open URL and full-text DOIs seamlessly link citations to the library’s catalog increasing discoverability and usage of library resources

Michael A. Peters

Marek Tesar

Kirsten Locke

PESA Scholarships for 2012 announced

Philosophy of Education Society of Australasia (PESA) Scholarships for 2012 announced

Professor Jānis Ozolins, Scholarship Manager for the Philosophy of Education Society of Australasia (PESA) announced recently, on behalf of the Society, that the winners of the PESA doctoral scholarships for 2012 are Mr. Richard Heraud, a PhD student at University of Waikato, and Mr. Marek Tesar, a PhD student at the University of Auckland. Judging was undertaken by an independent panel, comprising Associate Professor Nesta Devine, President of the Society and Research Co-ordinator in the School of Education, Auckland University of Technology and Professor Jānis Ozolins, Immediate Past President of the Society, Professor of Philosophy and Deputy Chair of the Academic Board at the Australian Catholic University. Each PESA Scholarship is valued at AUD10,000, and is offered to assist and encourage students in completing their doctoral programs. The Society supports doctoral students in order to advance serious philosophical discussion about education. Professor Ozolins stated that the quality and number of applications for the Scholarships received this year, up to two of which are awarded each year, was very high. “I am pleased to say that the PESA Scholarships are attracting a lot of interest from members of the Society around the world,” he said.

Mr Heraud’s thesis, titled “The innovative subject: A philosophical perspective”, explores the way in which innovation has become a political device requiring the transformation of individuals into political subjects and the consequences of this. Mr. Tesar’s thesis, titled “Governing Childhoods through Stories: Producing Political Childhood Subjectivities”, is concerned with the production of childhoods and childhood subjectivities in different political contexts and countries, utilising the philosophical framework on power and truth of Vaclav Havel, former Czech president and thinker.

It is likely that further applications will be invited for next year.

Michael A. Peters Answers the Questions: Video Interview

As Editor of Educational Philosophy and Theory, Michael answers a number of questions about the journal, as part of a series that Routledge is conducting with the editors of some of its key Education journals. The interviews are aimed at students, educational researchers, academics and interested others. The interviews provide information about the editors in question, details about the creation of their journal and its purpose and scope within the wider sphere of educational research. Each editor is also asked to offer advice, hints and tips to prospective authors who may be hoping to submit papers to their journal.

Watch the videos or download the transcript (378kb), as Michael addresses the following questions.

1. For researchers or students who have never encountered Educational Philosophy and Theory, what is the journal about in a nutshell? Response... (6:04)
2. What do you think are the most contentious issues in contemporary debate and research in education that your journal seeks to address? Response... (4:50)
3. Who would you describe as being your core readership or audience? Response... (2:56)
4. For researchers considering submitting to the journal, what do you look for when considering articles and submissions? Response... (3:18)
5. What are your aspirations for the future of the journal? Response... (5:23)
6. Do you have any specific advice for researchers seeking publication who write about and from contexts traditionally unrepresented in international journals? Response... (2:03)
7. Why do you think people should consider Educational Philosophy and Theory as an outlet for their work in educational philosophy? Response... (2:01)

For interviews with Editors of other educational journals, visit the Taylor & Francis Group Education Arena.