Ruyu Hung, Cultivation of Self in East Asian Philosophy of Education, (Routledge) 2019
This book provides exciting and significant inquiries into the cultivation of self in East Asian philosophy of education.
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Gert Biesta, Obstinate Education: Reconnecting School and Society, (Brill | Sense: Leiden) 2019
What should the relationship between school and society be? Obstinate Education: Reconnecting School and Society argues that education is not just there to give individuals, groups and societies what they want from it, but that education has a duty to resist. Education needs to be obstinate, not for the sake of being difficult, but in order to make sure that it can contribute to emancipation and democratisation. This requires that education always brings in the question whether what is desired from it is going to help with living life well, individually and collectively, on a planet that has a limited capacity for giving everything that is desired from it.
Kamp, Annelies, Education Studies in Aotearoa: Key disciplines and emerging directions, (NZCER Press) 2019
This book provides a comprehensive introduction to the core disciplines, and contemporary concerns, that inform the study of education in Aotearoa. As a collection, the work provides a critical account of education policy trajectories and speculates on their limits and possibilities in the changing social and political landscape of Aotearoa New Zealand in the first half of the 21st century.
Lund, Birthe & Arndt, Sonja, The Creative University: Contemporary responses to the changing role of the University, (Brill/Sense: Leiden) 2019
The concept behind the Creative University is about knowledge cultures, critical creative thinking and innovative learning processes, situating the university as flexible, open and responsive to contemporary educational ideologies. Its vision reflects world-wide interest in students' engagement with diverse knowledges that challenge and break with habitual actions and thought and elevates creativity as central to the design of new and innovative pedagogies.
Thomas, Louise M., Reinertsen, Anne B., Academic Writing and Identity Constructions, (Palgrave Macmillan) 2019
This book presents multiple cultural and contextual takes on working performances of academic/writer/thinker, both inside and outside the academy. With worldwide, seismic shifts taking place in both the contexts and terrains of universities, and subsequently the altering of what it means to write as an academic and work in academia, the editors and contributors use writing to position and re-position themselves as academics, thinkers and researchers. Using as a point of departure universities and academic/writing work contexts shaped by the increasing dominance of commodification, measurement and performativity, this volume explores responses to these evolving, shifting contexts. In response to the growing global interest in writing as performance, this book breaks new ground by theorizing multiple identity constructions of academic/writer/researcher; considering the possibilities and challenges of engaging in academic writing work in ways that are authentic and sustainable. This reflective and interdisciplinary volume will resonate with students and scholars of academic writing, as well as all those working to reconcile different facets of identity.
Jackson, Liz & Peters, Michael A., Feminist Theory in Diverse Productive Practices: An EPAT Gender & Sexualities Reader, Volume VI, (Routledge) 2019
Feminist Theory in Diverse Productive Practices is the second of two volumes examining gender and feminist theory in Educational Philosophy and Theory. This collection explores the difference that gender and sexual identities make both to theorizing and working in education and other fields. As the articles contained in this text span nearly 40 years of scholarship related to these issues, this volume sheds light on how feminist, gender, and sexuality theory has evolved within and beyond the field of philosophy of education over time.
Jackson, Liz & Peters, Michael A., From ‘Aggressive Masculinity’ to ‘Rape Culture’: An EPAT Gender and Sexualities Reader, Volume V, (Routledge) 2019
From ‘Aggressive Masculinity’ to ‘Rape Culture’ is the fifth volume in this series and explores the relationship between gender and sex roles and socialisation and education, foregrounding issues of inequity and different forms of oppression in various contexts. It tells a rich story of transformation of a field over nearly half a century, in relation to the theorisation of gender and sexuality in educational philosophy and theory. The transformation of this field is mapped on to broader social trends during the same period, enabling a better understanding of the potential role of educational philosophy and theory in developing feminist, queer, and related veins of scholarship in the future.
Jackson, Liz, Questioning Allegiance: Resituating Civic Education, (Routledge) 2019
Education about living in society and in the world is a vital task of schools. Yet such civic education is not always critically examined, and few among us have been encouraged to reflect on our civic education experiences. Around the world, one’s civic education most often looks like a black box. How it works is unclear. When human harm, violence, and oppression can be seen in a wide variety of contexts, it is worth critically examining civic education. Could it be that civic education is not playing a helpful role in society? Can it be done differently and better? As one reflects on the contemporary social world, it is helpful to examine the assumptions surrounding education for living together, to think about current modes and possible alternatives. Otherwise, one might end up promoting allegiance to civic and partisan entities which are themselves black boxes (the ‘nation’, the ‘people’), failing to notice when and how what goes on in civic education is morally questionable.
Pham Lien, International Graduates Returning to Vietnam, (Springer : Singapore) 2019
Discourses in international education have largely focused on economic and political imperatives, which emphasise institutional measures such as student mobility, international partnerships and alliances as evidence of efficiency and achievement. This book shifts that thinking to consider international education as a potentiality for ethical development. Combining Amartya Sen’s capability approach and Pierre Bourdieu’s theory of social practices to conceptualise normative agency and situated freedom, the book examines returning Vietnamese international students’ involvement, or at least scope for agentic involvement, in their everyday practices, and, from that, understanding their empowerment as a process of personal and social change.
Burgh, Gilbert & Thornton, Simone, Philosophical Inquiry with Children: The Development of an Inquiring Society in Australia, (Routledge: Abingdon) 2018
Philosophy in schools in Australia dates back to the 1980s and is rooted in the Philosophy for Children curriculum and pedagogy. Seeing potential for educational change, Australian advocates were quick to develop new classroom resources and innovative programs that have proved influential in educational practice throughout Australia and internationally. Behind their contributions lie key philosophical and educational discussions and controversies which have shaped attempts to introduce philosophy in schools and embed it in state and national curricula.
Ceder, Simon, Towards a Posthuman Theory of Educational Relationality, (Routledge) 2018
Towards a Posthuman Theory of Educational Relationality critically reads the intersubjective theories on educational relations and uses a posthuman approach to ascribe agency relationally to humans and nonhumans alike. The book introduces the concept of ‘educational relationality’ and contains examples of nonhuman elements of technology and animals, putting educational relationality and other concepts into context as part of the philosophical investigation. Drawing on educational and posthuman theorists, it answers questions raised in ongoing debates regarding the roles of students and teachers in education, such as the foundations of educational relations and how these can be challenged.
Stolz, Steven, Alasdair MacIntyre, Rationality and Education: Against Education of Our Age, (Springer) 2018
Despite Alasdair MacIntyre being known as an academic who has made many notable contributions to a range of areas in philosophy, his thinking on education is not as well-known and/or properly understood by most audiences and readerships that predominantly reside in educational contexts. With this in mind, this book aims to provide a critique of MacIntyre’s thinking about education, and hence commences with a central theme found in MacIntyre’s extensive corpus concerning the fragmentation and disunification of ideas found in our culture and society that stems both from the rejection of metaphysics and what it means to be a human being living within the context of history. According to MacIntyre, part of the problem why this has occurred is due to educational institutions, particularly universities failing to resist the pressure exerted from industry and the state to conform. Unfortunately, this has resulted in a type of intellectual dissensus where the shared conceptions of rational enquiry and the role of reason have been replaced by pluralistic notions of private and personal choices concerning the good, and a disillusionment with reason that is ultimately exhibited as apathy and conformism. In order to overcome this apathy and conformism found in our culture and society, MacIntyre’s educational project is concerned with the cultivation of rationality; however, this is not an easy undertaking because it involves students being confronted with alternative – sometimes rather hostile – rival traditions so they both come to see rival points of view and understand that each tradition, including their own, does not come from a neutral or value-neutral standpoint. To MacIntyre, dialectical encounters between traditions is a crucial starting point of a good education, but for intellectual and academic progress to be made, rational enquiry needs to be grounded in a shared understanding of first principles that aims at truth and rational vindication.