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  1. The Racialized Body of the Educator and the Ethic of Hospitality: The Potential for Social Justice Education Re-visited.Shilpi Sinha - 2018 - Studies in Philosophy and Education 37 (3):215-229.
    Derridean hospitality is seen to undergird ethical teacher–student interactions. However, hospitality is marked by three aporias that signal incommensurable and irreducible ways of being and responding that need to be held together in tension without eventual synthesis. Due to the sociopolitical materiality of race and the phenomenological difference that constitutes racialized bodies, educators of color in interaction with white students are called to live the aporetic tensions that characterize hospitality in distinctive ways that are not currently emphasized in the discourse (...)
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  • Derrida, Friendship and Responsible Teaching in Contrast to Effective Teaching.Shilpi Sinha - 2013 - Educational Philosophy and Theory 45 (3):259-271.
    Educational theorists working within the tradition of Jacques Derrida and Emmanuel Levinas’s thought, posit teaching to be a site of implied ethics, that is, a realm in which non-violent or less violent relations to the other are possible. Derrida links ethics to the realm of friendship, enabling one to understand teaching as a site of the ethics of friendship. I clarify how friendship, as a re-metaphorization of differance, opens us up to a conception of teaching that provides a counterpoint to (...)
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  • Service Learning in Light of Emmanuel Levinas.Glen L. Sherman - 2015 - Studies in Philosophy and Education 35 (5):477-492.
    Emmanuel Levinas, a twentieth century French Continental philosopher, proposed an original understanding of ethics which has serious implications for the particular activities within higher education designated as service learning and community service. First I will define service learning and community service and briefly review the theoretical and philosophical justifications typically employed to substantiate and ground these activities within higher education. Next, I will explicate key aspects from Levinas’ ethical philosophy important for reconceptualizing service learning, and discuss their significance for related (...)
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  • Overflowing Every Idea of Age, Very Young Children as Educators.Nina Johannesen - 2013 - Studies in Philosophy and Education 32 (3):285-296.
    In this article I explore if and how very young children can be the educators of their early childhood educators. I describe and discuss a story constructed form a fieldwork done in one early childhood setting in Norway. The story is read with Levinas and his concepts Said and Saying. Further I discuss if and how this might be understood as education arguing that the children`s expressions are offering new beginning and change in the pedagogical thinking and praxis within the (...)
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  • Signs of Resistance: Peer Learning of Sign Languages Within 'Oral' Schools for the Deaf.Hannah Anglin-Jaffe - 2013 - Studies in Philosophy and Education 32 (3):261-271.
    This article explores the role of the Deaf child as peer educator. In schools where sign languages were banned, Deaf children became the educators of their Deaf peers in a number of contexts worldwide. This paper analyses how this peer education of sign language worked in context by drawing on two examples from boarding schools for the deaf in Nicaragua and Thailand. The argument is advanced that these practices constituted a child-led oppositional pedagogy. A connection is drawn to Freire’s (1972) (...)
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  • Economic Subjectivities in Higher Education: Self, Policy and Practice in the Knowledge Economy.Sue Saltmarsh - 2011 - Cultural Studies Review 17 (2).
    This article considers higher education in the context of global knowledge economy policies as a site for the production of economic subjectivities. Drawing insights from poststructuralist theory and feminist economics, it explores how the incorporation of economic discourse and market metaphors into education policy and practice functions as a disciplinary technique of governmentality. The article argues that while economic discourse displaces, disciplines and disrupts educational discourse, there is a need for greater acknowledgement of the productive potential of the intersection of (...)
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