This paper began with the assumption that the habitual practices of knowledge-creation, which have shaped the day-to-day contexts of teachers and researchers, are not greatly different from the practices that have led to human-made catastrophes in the Anthropocene. I pondered over my experiences as a researcher in an attempt to gain insights for thinking about and engaging in knowledge-creation differently to become more response-able in the Anthropocene. Inspired by post-qualitative research practice, I re-turned, like an earthworm, (to) two research events. (...) A theoretical framework informed by critical posthumanism and feminist new materialism guided the process. Through these re-turns, I came to understand that creating knowledge is a complex and indeterminate process that always accompanies the ‘more-than’. Attending to the notion of knowledge-ing, I discussed the ways in which knowledge emerged as a flow that was neither fully graspable nor static through more-than-human intra-actions. What I propose in this paper is not a methodological technique, but rather, a mode of practice that might disrupt our sense of Cartesian self. I offered some suggestions for teachers and researchers to reimagine the practices of knowledge-creation as a way of reinventing their subjectivity and responding to the damaged earth more responsibly. (shrink)

Since the publication of Miranda Fricker’s seminal book Epistemic Injustice, philosophy of education scholarship has been mostly limited to analyses of culprit-based epistemic injustice in education. This has left structural manifestations relatively underexplored with great detriment to those who are most vulnerable to experience such injustice. This paper aims to address this oversight and open avenues for further research by exploring approaches to theorizing structural epistemic injustice in education and envisioning efficacious remedies. The author identifies three approaches: one that focusses (...) on educational institutions; one that focusses on institutional processes that impact educational outcomes; and one that focusses on epistemological processes that are internal to education. Whilst the approaches differ as to their explanatory power and ease of implementation, it is argued that all three demonstrate that epistemic injustice in education is often the result of structural factors which cannot be attributed to individual epistemic agents. The author concludes by suggesting that educational philosophers must examine each of these approaches in greater depth to make significant progress in disrupting the impact of epistemic injustice in education. (shrink)

Critical Realism for Marxist Sociology of Education (CRfMSoE) is bold, ground-breaking, informative and immensely ambitious in academic aspiration. It is also elusive, underdeveloped, somewhat raw...

This article examines the underlying problems of one particular perspective in educational theory that has recently gained momentum: the Wilfred Carr approach, which puts forward the premise that there is no theory in educational research and, consequently, it is a form of practice. The article highlights the scientific, epistemological and methodological assumptions inherent in such a view. The argument is developed as follows: first, it expounds what Carr understands by the methodology of action research and educational theory, setting out his (...) distinctive view. Secondly, it explains that both Carr's underlying methodology, as well as his theoretical alternative, are based on a particular perspective on Social Science. Thirdly, it reveals Carr's epistemological assumptions and the resultant educational consequences. (shrink)

A models-based approach has been advocated as a means of overcoming the serious limitations of the traditional approach to physical education. One of the difficulties with this approach is that physical educators have sought to use it to achieve diverse and sometimes competing educational benefits, and these wide-ranging aspirations are rarely if ever achieved. Models-based practice offers a possible resolution to these problems by limiting the range of learning outcomes, subject matter and teaching strategies appropriate to each pedagogical model and (...) thus the arguments that can be used for educational value. In this article, two examples are provided to support a case for educational value. This case is built on an examination of one established pedagogical model, Sport Education, which is informed by a perspective on ethics. Next, I consider Physical Literacy which, I suggest, is an existentialist philosophical perspective that could form the basis of a new pedagogical model. It is argued, in conclusion, that a models-based approach along with a reconstructed notion of educational value may offer a possible future for physical education that is well grounded in various philosophical arguments and the means to facilitate a wide range of diverse individual and social educational ?goods? (shrink)

An enduring concern for educational policy in many affluent countries is the endemic nature of educational inequalities that are predominately located in poor urban contexts. Given the inabilities of school reform per se to deal with these inequalities, the paper focuses on issues of scarcity and spatial processes that are implicated in the formation of young people's educational identities - identities that then mediate the conversion of educational resources into educational attainments or achievements.

This paper considers the question of the role of teachers with respect to knowledge, an issue that has been reopened as a consequence of the widespread interest in outcomes-based education. Proponents of an outcomes-based education are sometimes guilty of defending a role for teachers that is limited to facilitation. Against this rather passive understanding of the role of teachers, the paper defends a notion of teachers as critical mediators of knowledge. The role of teachers as mediators of knowledge is developed (...) from debates in epistemology about knowledge and truth. The role of teachers as socio-cultural critics, analogous to the role of art critics, is developed from debates around knowledge, values and the politics of curriculum design. These two roles are synthesised into teachers as critical mediators of knowledge. (shrink)

Within the framework of an interdisciplinary project on epistemic strategies in text and talk, this article examines such strategies in a secondary school textbook on social science. After a summary of current insights into the theory of knowledge in philosophy, psychology and linguistics, it is shown how discourse presupposes and expresses knowledge, with special emphasis on discourse processing and learning from text and its applications in education. The specific aim of this article is to study in some detail how exactly (...) ‘new’ knowledge is formulated in pedagogical discourse, and how ‘old’ knowledge is presupposed in a lesson on migration. We thus are able to describe the categories of, and the functional relations between, old and new knowledge, as discursive manifestations of underlying cognitive strategies of teaching and learning. It was also observed that in textbooks what is purported to be presented as knowledge often has an ideological basis. (shrink)

An enduring concern for educational policy in many affluent countries is the endemic nature of educational inequalities that are predominately located in poor urban contexts. Given the inabilities of school reform per se to deal with these inequalities, the paper focuses on issues of scarcity and spatial processes that are implicated in the formation of young people's educational identities – identities that then mediate the conversion of educational resources into educational attainments or achievements.

This paper explores the manner in which educational and political conservatives attempted to control the content and purposes of the history curriculum in English schools during the period 1987-1994. It focuses upon this particular coalition because, since the late 1970s, it has set the agenda for the debate and dominated the race to produce a history curriculum designed to help produce a particular kind of society. The paper argues that the New Right's claim to be engaging in an educational debate (...) is spurious. Rather, its concern is primarily ideological and only educational in terms of its use of history education as a vehicle through which to disseminate a specific set of values and beliefs. (shrink)

In this article I begin by discussing the persistent problem of relations between educational inequality and the attainment gap in schools. Because benefits accruing from an education are substantial, the ‘gap’ leads to large disparities in the quality of life many young people can expect to experience in the future. Curriculum knowledge has been a focus for debate in England in relation to educational equality for over 40 years. Given the contestation surrounding views about curriculum knowledge and equality I consider (...) the thinking of two philosophers, Jacques Derrida and Emmanuel Levinas, and their work on justice, to trouble the curriculum framework and discourse of knowledge promoted through the policy text of The Importance of Teaching: The Schools White Paper (2010) and later associated policy reforms to the General Certificate of Secondary Education (GCSE) curriculum in England. The Schools White Paper aims to make the curriculum more challenging to students by introducing tight controls in terms of the assessment framework and curriculum knowledge. I argue that, when considered through Derrida's perspective on language and meaning and Levinas' view on the ethical responsibility for the other, the reforms present obstacles to the search for a just curriculum. I look to the work of Sharon Todd and Paul Standish for a re-imagination of curriculum as or through relations in the light of Derrida's and Levinas' philosophies. (shrink)

This e-special issue explores the reception of Bourdieu’s work in one journal, Theory, Culture & Society, which commenced at about the same time that Bourdieu was beginning to acquire an international reputation. It offers a case-study of the English representation of Bourdieu’s work through almost 40 years and focuses on the role of the journal in carrying Bourdieu’s work across cultural boundaries. It introduces the scope of that work but, primarily, it is designed to encourage reference to his texts in (...) the contexts of their production and reception in order to invite new reflection and new evaluation in relation to contemporary problems. (shrink)

This article will examine the consequences of highlighting ‘subject and difference’ in one of the curriculum theories that has been inspired by postmodernism. The term postmodernism is here first and foremost meant to signify the attempt to combine politics and morality with epistemology in accordance with Levinas, Lyotard and Bauman. The article will highlight some themes that need to be developed further for a postmodernism-inspired curriculum theory. A starting-point is a critique of the type of curriculum theory which has its (...) base in the new sociology of education . From this critique, focused on universal claims, the Habermasian-inspired universalism is quickly and critically dropped and left behind, and another form of reasoning is embarked upon. The latter is inspired by a ‘minotarian politics’ concept and tries to dissolve universalism as a prerequisite for critical conversations. With this background and with the help of Levinas, the article sets out to talk about ‘difference’ without reduction to the Same and finally suggest a direction for a postmodern curriculum theory with a ‘normative’ focus on knowledge. (shrink)

The proponents of critical pedagogy criticize the earlier Neo‐Marxist theories of education, arguing that they provide only a ‘language of critique’. By introducing the possibility of human agency and resistance, critical pedagogists attempt to develop not only a pedagogy of critique, but also to build a pedagogy of hope. Fundamentally, the aim of critical pedagogy is twofold: 1) to correct the pessimistic conclusions of Neo‐Marxist theories, and 2) to transform a ‘language of critique’ into a ‘language of possibility’ . Then, (...) what political projects do critical pedagogies present to us? What alternative visions of schooling do critical pedagogies offer against the mainstream pedagogy? The purpose of this paper is to identify main projects of critical pedagogy, and to explore overarching politics that underlie the field of critical pedagogy. Although there are diverse theories and approaches in critical pedagogy, three overarching projects can be identified, which I call: 1) the project of experience, 2) the project of anti‐system, and 3) the project of inclusion. Based on an examination of the general trends and characteristics of these three projects of critical pedagogy, I argue that three prominent politics that underlie the field of critical pedagogy are culturalist politics, self/identity politics, and grassroots politics. In trying to better understand why and how critical pedagogy has developed the political stances as it has, the last part of the paper links these three politics to the historical developments of the New Left and the New Social Movements. (shrink)

Fifteen years ago, Savage and Burrows (2007) warned of a ‘coming crisis’ in empirical sociology. Their article provoked fierce debate within the sociology community – and has subsequently received...

Based on an analysis of naturally occurring interactions between lecturers and students, this article investigates how university lectures and seminars are brought to a close through the collaborative work of lecturers and students. The analysis focuses on, first, the resources that lecturers and students have to accomplish this ; second, the active role that students play, who may engage in closing activities in ways that attempt to preserve the classroom order or in ways that are disruptive of it ; and (...) third, the occasional subversive role that students may adopt, who may attempt to initiate closings in order to cut the lecture or seminar short. (shrink)

Arguing that globalization has been conceived of largely in economic terms this article examines the possibility of a global curriculum in the light of Touraine’s assertion that the major global problem is not economic but social: can we live together? I argue that a global curriculum conceived in social terms is possible and that it will involve: the inclusion of currently ‘subjugated knowledges’; the ability to cross cultural boundaries within and between societies; and a commitment to development as freedom. Such (...) a curriculum would be a recognition of the need to rescue society and personality from the ravages of global markets through education. (shrink)

This paper explores the manner in which educational and political conservatives attempted to control the content and purposes of the history curriculum in English schools during the period 1987-1994. It focuses upon this particular coalition because, since the late 1970s, it has set the agenda for the debate and dominated the race to produce a history curriculum designed to help produce a particular kind of society. The paper argues that the New Right's claim to be engaging in an educational debate (...) is spurious. Rather, its concern is primarily ideological and only educational in terms of its use of history education as a vehicle through which to disseminate a specific set of values and beliefs. (shrink)

The proponents of critical pedagogy criticize the earlier Neo‐Marxist theories of education, arguing that they provide only a ‘language of critique’. By introducing the possibility of human agency and resistance, critical pedagogists attempt to develop not only a pedagogy of critique, but also to build a pedagogy of hope. Fundamentally, the aim of critical pedagogy is twofold: 1) to correct the pessimistic conclusions of Neo‐Marxist theories, and 2) to transform a ‘language of critique’ into a ‘language of possibility’ (, p. (...) 108). Then, what political projects do critical pedagogies present to us? What alternative visions of schooling do critical pedagogies offer against the mainstream pedagogy? The purpose of this paper is to identify main projects of critical pedagogy, and to explore overarching politics that underlie the field of critical pedagogy. Although there are diverse theories and approaches in critical pedagogy, three overarching projects can be identified, which I call: 1) the project of experience, 2) the project of anti‐system, and 3) the project of inclusion. Based on an examination of the general trends and characteristics of these three projects of critical pedagogy, I argue that three prominent politics that underlie the field of critical pedagogy are culturalist politics, self/identity politics, and grassroots politics. In trying to better understand why and how critical pedagogy has developed the political stances as it has, the last part of the paper links these three politics to the historical developments of the New Left and the New Social Movements. (shrink)

Approaches to studying the ‘social’ are prominent in educational research. Yet, because of their insufficient acknowledgement of the social nature of human beings and the reality we experience, such attempts often commit themselves to the dualism of scheme and content, which in turn is a by-product of the underlying dualism of reason and nature that has characterised modern thinking. Drawing largely on John McDowell’s argument, this paper attempts to illuminate the sense that nature, nurture and human nature are interconnected and (...) that the capacity to be responsive to reasons is a necessary prerequisite for the essential nature of human beings as social and natural animals at the same time. It ends by acknowledging the importance of philosophy in the study of education as a primary discipline that highlights distinctive features of human beings that make us the kind of beings we are, and by briefly mentioning how we could do more than draw obvious but trivial ‘educational implications’ from McDowell’s argument. (shrink)

ABSTRACTThe present article aims at examining the specific difficulties that the school form – the modern educational institution par excellence – faces in order to attain hospitality as the raison d'être of the educational process. Educational activity is here understood as a form of hospitality which involves caring for the newcomers and for the physical and symbolic place into which they arrive. A cinematographical narrative drawn from Bégaudeau’s Entre les Murs supplements this analysis of some of the challenges we are (...) faced with when dealing with students from different national backgrounds, beliefs and forms of life. (shrink)