CFPs
2026 International DIPS conference
13 May 2025
Call for Papers Deadline: 30 November 2025 | Conference Dates: August 20-23rd, 2026 — The University of Hamburg (Germany)
CALL FOR PAPERS for the 2026 International DIPS conference The University of Hamburg (Germany) August 20-23rd, 2026 Dialogue in public spaces (political, academic, social, virtual, etc.,) is too often unreasonable, uncivil, and lacking in reflection. Since reasonable, civil and reflective dialogue i…
Agora Archive — Columns
Making Sense of the Learning Turn
12 May 2025
M.P. Introductory Comments The new book that Professor Anders Örtenblad has edited is entitled Making Sense of the Learning Turn: Why and In What Sense Toys, Organisations, Economies and Cities are ‘Learning’ (2024). There is a vast literature on learning, and much of it speaks about a ‘learning tur…
Agora Archive — Columns
The legacy of <i>Education To Be More</i> for early childhood education in Aotearoa New Zealand
13 Apr 2025
In 1980, Geraldine McDonald wrote: 'Measures to promote the rights of children are frequently disguised ways of controlling the role of women.' McDonald's challenge to policymakers is cited in the 1988 report of the Early Childhood Care and Education Working Group, Education To Be More (a.k.a. the M…
Agora Archive — Columns
Embracing the Tensions
9 Apr 2025
White, E. J., & Janfada, M. (2025). Dialogic methodology for transdisciplinary practice-based research. Oxford University Press. https://doi.org/10.1093/oso/9780197764442.001.0001 [preview the introduction here] Dialogic Methodology for Transdisciplinary Practice-Based Research by E. Jayne White…
Agora Archive — Columns
Mana ōrite mō te mātauranga Māori
20 Mar 2025
Longstanding debates about Māori knowledge in science classrooms have been reinvigorated by recent policy changes. This column focuses on the principle of ‘mana ōrite mō te mātauranga Māori’ that was adopted as one of seven changes in the programme aimed at strengthening NCEA, the national school qu…
General
PESGB Summer School 2025
21 Feb 2025
Deadline: April 1st, 2025
Postgraduate research students are invited to apply for the 2025 Philosophy of Education Society of Great Britain (PESGB) Summer School, hosted at the University of Strathclyde in Glasgow. The University of Strathclyde will be hosting the Summer School in Philosophy of Education from Monday 23 June…
ACCESS Archive — Vol 44(3) 'I’m here to help': Essays in memory of Fa’anānā Efeso Collins
Fa’anānā Efeso Collins
20 Feb 2025
Introduction It was an immediate nod to accept the chance to contribute to this collection that seeks to acknowledge and honour the mahi (work) of Fa’anānā Efeso Collins, MP (1974-2024). The late Fa’anānā Efeso Collins was more than a trailblazer and Pacific leader in Aotearoa New Zealand. He was a…
Agora Archive — Columns
In Praise of Philosophy with Colour
20 Feb 2025
Introduction The idea for this paper was first conceived at the PESA Conference in Auckland in 2013, where I organised a symposium with Duck-Joo Kwak, Ruyu Hung and Mika Okabe on the theme ‘Does Place Matter for the Philosophy of Education?’ My presentation, titled ‘Against the Colourless World of P…
ACCESS Archive — Vol 45 2025
Women’s place in higher education: The 21 Tara model of Compassion, Care and Commitment (3Cs) in action
18 Feb 2025
Women’s place in higher education: The 21 Tara model of Compassion, Care and Commitment (3Cs) in action Sonam Chuki Independent Gender and Social Inclusion Professional, Thimphu city, Thimphu, Bhutan Abstract Women academics respond differently to men in teaching profession. Teaching is a demanding…
CFPs
Call for Expressions of Interest: Co-Researcher/Research Associate Positions (Post-Doctoral)
14 Feb 2025
April 30, 2025
The Philosophy of Education Society of Australasia (PESA) invites expressions of interest for Co-Researcher/Research Associate positions (Post-Doctoral) as part of an important Research Pilot Project: Project Title: What is going on in Philosophy of Education in Teacher Education? This project seeks…
Agora Archive — Columns
Alas, America!
8 Feb 2025
Peters, M. A. (2020). Alas, America! Lament for a shattered dream on the eve of political breakdown. Educational Philosophy and Theory, 55(4), 393–397. https://doi.org/10.1080/00131857.2020.1837620 [This is a reprint of an editorial from late 2020: it provides a reminder of the fears many expressed…
ACCESS Archive — Vol 45 2025
Perspectives of two Bhutanese women on student-teacher relationships
6 Feb 2025
Perspectives of Two Bhutanese Women on Student-teacher Relationships Yangdon and Kinley Seden Samtse College of Education, Royal University of Bhutan, Bhutan Abstract The quality of relationship between teachers and their students is of utmost importance as it has a profound influence on students' e…
Events
PaTHES Webinar: Rethinking Emotions in Higher Education
20 Jan 2025
12 March 2025: UK 7-8am – CET 8-9am – Hong Kong 3-4pm – Sydney 6-7pm – NZ 8- 9pm — Online
Many might assume that emotional education is not a central part of education. If it is relevant, it would seem most relevant in early years (i.e., early childhood education) rather than in higher education. In this webinar, Liz Jackson challenges this assumption. Jackson begins by reconceptualising…
Books
Enabling Students' Voices and Identities: Philosophical Inquiry in a Time of Discord
7 Jan 2025 — Arie Kizel
One of the challenges that educational systems are facing worldwide is enabling the voices of children from silenced, marginalized, and excluded groups to be heard in communities of philosophical inquiry. Children from unprivileged socioeconomic sectors or minorities, and whose narrative is not in accord with that of the dominant mainstream narrative, often feel uncomfortable expressing their feelings, experiences, and mostly their authentic philosophical questions during communities of philosophical inquiry. They prefer not to raise the questions from their identity perspective. Even if they are friendly, such communities of inquiry are governed--even if implicitly--by the hegemonic meta-narrative. This book addresses the challenges of authentic inclusion of these children and their identities/narratives. Arie Kizel analyzes both how discourse about multiple identities and narratives can enrich the theoretical foundations of philosophy for/with children, as opposed to the sterile banking and normalizing education, and the challenge of various identities and their uniqueness within childhood in order to offer theoretical and pedagogical-educational solutions within philosophy for and with children. This book furthers our understanding of dialogical inquiry, particularly within a pluralistic environment that explicitly promotes democratic culture.
Agora Archive — Columns
The Public University as a Real Utopia
13 Dec 2024
Covid-19 and the Universities And what about the historically public universities, the concern of this brief book? First and foremost, the pandemic brought to the fore universities as hubs of science and research. After all, it was to science that the world turned for explanations to what was transp…
ACCESS Archive — Vol 44(3) 'I’m here to help': Essays in memory of Fa’anānā Efeso Collins
By Us, With Us, For Us: The Importance of Pacific Political Leadership in Aotearoa New Zealand
8 Dec 2024
Fa’anānā Efeso Collins was a Pacific leader; a brown voice in spaces in Aotearoa where our voices are traditionally not heard. He believed that Pacific communities deserved political representatives who not only worked for their communities, but who were brave and honest leaders who could inspire “s…
ACCESS Archive — Vol 44(3) 'I’m here to help': Essays in memory of Fa’anānā Efeso Collins
Efeso, my friend
8 Dec 2024
Efeso, my friend Ruth Irwin RMIT University Melbourne, Australia My friend Fa’anānā Efeso Collins was a highly educated and principled man. He wove a political path that navigated modern normativity in Auckland, Samoan Christianity, Samoan cultural values, and with deep respect and acknowledg…
Books
Being and becoming through higher education: Expanding possibilities
28 Nov 2024 — Gloria Dall'Alba
Given that multiple – sometimes competing – demands are being made of higher education, what is it to focus on doing and for what purpose? Higher education arguably has a responsibility to develop how students are learning to be in the present and becoming into the future. This development is not limited to the individual, however. It occurs, and has relevance, within the communities to which students belong and those within which they aspire to participate, such as professional communities. This book is intended to prompt re-imagining the ways in which higher education is conceived and conducted. An argument is put forward for greater emphasis on expanding possibilities for knowing, acting and being, toward fuller lives of interdependence with others and things in an interconnected world. Through highlighting an ontological dimension in this manner, a hope-filled future emerges for higher education.
ACCESS Archive — Vol 44 2024
Do dialogic teaching models always guarantee empowering the student’s voice in classroom dialogue?
20 Nov 2024
Do dialogic teaching models always guarantee empowering the student’s voice in classroom dialogue? Mark Debono Department of Systems of Knowledge, University of Malta Junior College, Msida, Malta Abstract This paper challenges the prevailing assumption that dialogic teaching models always guarantee…
ACCESS Archive — Vol 44 2024
Disjunctures and flows in the global “scapes”: The case of Indian medical students in China
14 Nov 2024
Disjunctures and flows in the global “scapes”: The case of Indian medical students in China Bin Wua , Pengtao Yub & Xiaomin Jiaob aSchool of Education, RMIT University Melbourne, Australia; bSchool of International Education, Zhengzhou University, China Abstract Traditionally, international stu…
ACCESS Archive — Vol 44 2024
Opinion: Reflections on critical thinking
14 Nov 2024
Gerry Dunne Marino Institute of Education, Trinity College Dublin, Dublin, Ireland Abstract This short essay explores a series of conceptual misconceptions surrounding critical thinking, a widely endorsed yet poorly understood concept in educational discourse. Despite its central importance, critica…
Agora Archive — Columns
Chopin’s Index Card & Derrida’s Postcard
2 Nov 2024
An opera singer texted me: ‘Look at this scrap of paper.’ Javier C. Hernández, music reporter for the New York Times, unearths something nearly unfathomable. ‘It was much smaller than I had imagined – a pockmarked scrap about the size of an index card.’ A cellphone. An image. A photograph taken of t…
CFPs
Call for Papers: European Seminars in Philosophy of Education (ESPE)
6 Oct 2024
1 March 2025
The founding meeting of European Seminars in Philosophy of Education will be held at the University of Humanistic Studies, Utrecht, The Netherlands on July 3rd and 4th. Contemporary philosophy of education benefits from a long legacy of thinking about education in Europe. Many of the concepts, theor…
Agora Archive — Columns
Descartes and Trust
3 Oct 2024
Descartes Rene Descartes famously argued ‘I think therefore I am.’ His method relied on him having a clear and distinct idea, in this case, ‘I think.’ A less famous argument, but one that has engaged philosophers since, is ‘I doubt therefore I may not be’ or perhaps ‘I may not be as I think I am.’ ‘…