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PG/ECR Group Meeting
When: March 26 @ 5-7pm AEST or 7-9pm NZT
Where: Zoom
Contact:
PESA has a special focus on supporting post-graduate students and early career researchers engaging with philosophy of education. The PG/ECR group welcomes members to participate in activities as decided by the members of the group, including philosophical discussions, reading groups, writing and editorial activities.
Our first meeting will be on Tuesday 26 March (5-7pm AEST or 7-9pm NZT) and will include an overview of the activities coming up for the year and opportunities to begin developing networks for potential collaborations.
All postgraduate and ECR members are welcome to join the group. For further inquiries, including how to join the group or participate in any of these activities, please contact the PESA Executive PG/ECR Representative, Dr. Sarah Gurr (University of Newcastle),
CALL FOR PAPERS | South Korea as Method: Korean Education as Postcolonial/Post-Oriental Discourse
https://think.taylorandfrancis.com/special_issues/korean-education-postcolonial-discourse/
Submit a Manuscript to the Journal
Educational Philosophy and Theory
For a Special Issue on
South Korea as Method: Korean Education as Postcolonial/Post-Oriental Discourse
Abstract deadline
15 April 2024
Manuscript deadline
01 November 2024
Special Issue Editors
- Young Chun Kim, Chinju National University of Education, South Korea
This email address is being protected from spambots. You need JavaScript enabled to view it. - Jung-Hoon Jung, Pusan National University, South Korea
This email address is being protected from spambots. You need JavaScript enabled to view it.
This special issue aims to explore the development of postcolonial/post-oriental educational theories and practices using South Korean cases.
This special issue welcomes articles on the following topics:
- South Korea as Colonized Ruins: History, Development, and Criticism of Educational Discourse (1945–2020).
- Qualitative Research as Postcolonial Praxis: South Korean Achievements, Examples, and Contributions in Educational Studies.
- South Korean Students’ Learning Culture as Post-Western Discourse on Academic Success.
- Beyond Finnish Lessons: The Culture of Korean Schooling and Teacher Practices.
- Beyond/Against the West: Deconstructive Approaches for Post-Oriental Educational Studies.
For more information about this special issue and for submission instructions, see:

Thinking From Everywhen: Philosophy, Indigenous Knowledge & Perspectives
When: 13-14th February 2024
Where: School of Philosophy, RSSS Building ANU
This workshop asks how Western Philosophy should proceed if it takes seriously the challenge of decolonisation and of opening a respectful dialogue with Indigenous philosophies and knowledge systems. It explores ways to improve the plurality of the Philosophy discipline by recognising First Nations perspectives and Indigenous ways of knowing.
Confirmed Speakers:
Aileen Moreton Robinson (Distinguished Emeritus Professor of Indigenous Research, University of Queensland)
Krushil Watene (Peter Kraus Associate Professor in Philosophy, University of Auckland)
Rob Wilson (Professor in Philosophy, University of Western Australia)
Veli Mitova (Professor of Philosophy and Director of the African Centre for Epistemology and Philosophy of Science, University of Johannesburg)
Joanne Faulkner (Senior Lecturer in Cultural Studies, Macquarie University)
![]() | Thornton, Simone, Eco-rational education: An educational response to environmental crisis, (Routledge: London; New York) 2024Eco-Rational Education proposes an educational response to climate change, environmental degradation, and destructive human relations to ecology through the delivery of critical land-responsive environmental education. The book argues that education is a powerful vehicle for both social change and cultural reproduction. It proposes that the prioritisation and integration of environmental education across the curriculum is essential to the development of ecologically rational citizens capable of responding to the environmental crisis and an increasingly changing world. Using philosophical analysis, particularly environmental philosophy, pragmatism, and ecofeminism, the book develops an understanding of contemporary issues in education, especially inquiry-based learning as pedagogy, diversifying knowledge, environmental and epistemic justice, climate change education, and citizenship education. Eco-Rational Education will be of interest to researchers and post-graduate students of social and political philosophy, educational philosophy, as well as environmental philosophy, ethics, and teacher education. |
![]() | Masamichi Ueno, Philosophy of Education in Dialogue between East and West: Japanese Insights and Perspectives, (Routledge) 2023 |
![]() | Ruyu Hung, Nature, Art, and Education in East Asia: Philosophical Connections, (Routledge) 2023This volume explores the deeply interwoven connection of education, art and nature in the context of East Asia. |
![]() | Wei, Flora Liuying , Zehou Li and the Aesthetics of Educational Maturity, (Routledge) 2023This book articulates a unique conception of aesthetic educational philosophy and its relation to the Chinese world, drawing on the works of the prominent contemporary Chinese philosopher Zehou Li. |
![]() | D'Olimpio, L., Paris, P., & Thompson, A., Educating Character Through the Arts, (Routledge: London) 2022This volume investigates the role of the arts in character education. Bringing together insights from esteemed philosophers and educationalists, it looks to the arts for insight into human character and explores the arts’ relationship to human flourishing and the development of the virtues. |
![]() | Gert Biesta, World-Centred Education: A View for the Present, (Routledge) 2021This book makes an intervention in a long-standing discussion by arguing that education should be world-centred rather than child-centred or curriculum-centred. This is not just because education should provide students with the knowledge and skills to act effectively in the world, but is first and foremost because the world is the place where our existence as human beings takes place. |
![]() | Stolz, Steven, The Body, Embodiment, and Education: An Interdisciplinary Approach, (Routledge: London) 2022Notions of the body and embodiment have become prominent across a number of established discipline areas, like philosophy, sociology, and psychology. While there has been a paradigmatic shift towards this topic, there is a notable gap in the literature as it relates to education and educational research. |
![]() | Quay, J., Bleazby, J., Stolz, S., Toscano, M., & Webster, S. , Theory and Philosophy in Education Research: Methodological Dialogues, (Routledge: London) 2018The issue of methodology is a fundamental concern for all who engage in educational research. Presenting a series of methodological dialogues between eminent education researchers including Michael Apple, Gert Biesta, Penny Enslin, John Hattie, Nel Noddings, Michael Peters, Richard Pring and Paul Smeyers, this book explores the ways in which they have chosen and developed research methods to style their investigations and frame their arguments. |
![]() | Stolz, S., & Webster, S. , Measuring Up in Education, (Routledge: London) 2021Cultures of measurement are often considered to dominate educational practices, to the degree that, as Biesta (2010) has identified in Good Education in an Age of Measurement we no longer measure what we value, but rather we have become conditioned to value what is measured. A clear example of this occurs when institutions and staff "teach to the test" by emphasising narrow conceptions of learning and of knowledge, simply because the consequences of high-stakes assessments have important implications regarding funding, resources, and even tenure. |