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  1. HIERARCHIES, JOBS, BODIES:: A Theory of Gendered Organizations.Joan Acker - 1990 - Gender and Society 4 (2):139-158.
    In spite of feminist recognition that hierarchical organizations are an important location of male dominance, most feminists writing about organizations assume that organizational structure is gender neutral. This article argues that organizational structure is not gender neutral; on the contrary, assumptions about gender underlie the documents and contracts used to construct organizations and to provide the commonsense ground for theorizing about them. Their gendered nature is partly masked through obscuring the embodied nature of work.jobs and hierarchies, common concepts in organizational (...)
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  • Philosophy of education in a new key.Michael A. Peters, Sonja Arndt, Marek Tesar, Liz Jackson, Ruyu Hung, Carl Mika, Janis T. Ozolins, Christoph Teschers, Janet Orchard, Rachel Buchanan, Andrew Madjar, Rene Novak, Tina Besley, Sean Sturm Reviewer), Peter Roberts Reviewer) & Andrew Gibbons Reviewer) - 2022 - Educational Philosophy and Theory 54 (8):1061-1082.
    Michael Peters, Sonja Arndt & Marek TesarThis is a collective writing experiment of PESA members, including its Executive Committee, asking questions of the Philosophy of Education in a New Key. Co...
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  • What Is Critique?Michel Foucault - 1996 - In James Schmidt (ed.), What is Enlightenment?: Eighteenth-Century Answers and Twentieth-Century Questions. University of California Press.
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  • The Structural Transformation of the Public Sphere: An Inquiry into a Category of Bourgeois Society.Jürgen Habermas & Thomas Burger - 1994 - Philosophy and Rhetoric 27 (1):70-76.
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  • Espacio, Saber y Poder.Michel Foucault - 1984 - In The Foucault Reader. Vintage.
    “ S pace, K no w l edge and P o w e r ” , en tr ev i s t a r ea l i z a d a en 1982 y pub li cada en P aul R ab i no w , The Foucau l t R eade r , N ueva Y o r k, 1984. A quí se pub li ca de acue r do a l a ve r s i ón f r (...)
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  • The Ignorant Schoolmaster: Five Lessons in Intellectual Emancipation.Jacques Rancière - 1991 - Stanford, Calif.: Stanford University Press.
    "Recounts the story of Joseph Jacotot" -- vii.
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  • Civil Society and Political Theory.Jean L. Cohen & Andrew Arato - 1994 - MIT Press.
    Includes bibliographical references and index.
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  • (1 other version)Why Has Critique Run out of Steam? From Matters of Fact to Matters of Concern.Bruno Latour - 2004 - Critical Inquiry 30 (2):225-248.
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  • The end of history and the last man.Francis Fukuyama - 1992 - New York: Free Press ;.
    Ever since its first publication in 1992, The End of History and the Last Man has provoked controversy and debate. Francis Fukuyama's prescient analysis of religious fundamentalism, politics, scientific progress, ethical codes, and war is as essential for a world fighting fundamentalist terrorists as it was for the end of the Cold War. Now updated with a new afterword, The End of History and the Last Man is a modern classic.
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  • Inclusion and Democracy.Iris Marion Young - 2000 - Oxford University Press.
    This latest work from one of the world's leading political philosophers will appeal to audiences from a variety of fields, including philosophy, political science, women's studies, ethnic studies, sociology, and communications studies.
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  • Why “what works” won’t work: Evidence‐based practice and the democratic deficit in educational research.Gert Biesta - 2007 - Educational Theory 57 (1):1-22.
    In this essay, Gert Biesta provides a critical analysis of the idea of evidence‐based practice and the ways in which it has been promoted and implemented in the field of education, focusing on the tension between scientific and democratic control over educational practice and research. Biesta examines three key assumptions of evidence‐based education: first, the extent to which educational practice can be compared to the practice of medicine, the field in which evidence‐based practice was first developed; second, the role of (...)
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  • Notes Toward a Performative Theory of Assembly.Judith Butler - 2015 - Harvard University Press.
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  • Obstinate Education: Reconnecting School and Society.Gert Biesta - 2019 - Brill | Sense.
    _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.
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  • The End of the Cognitive Empire: The Coming of Age of Epistemologies of the South.Boaventura de Sousa Santos - 2018 - Durham: Duke University Press.
    In _The End of the Cognitive Empire_ Boaventura de Sousa Santos further develops his concept of the "epistemologies of the south," in which he outlines a theoretical, methodological, and pedagogical framework for challenging the dominance of Eurocentric thought. As a collection of knowledges born of and anchored in the experiences of marginalized peoples who actively resist capitalism, colonialism, and patriarchy, epistemologies of the south represent those forms of knowledge that are generally discredited, erased, and ignored by dominant cultures of the (...)
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  • (2 other versions)Philosophy and the Mirror of Nature.Richard Rorty - 1979 - Revue de Métaphysique et de Morale 86 (4):562-563.
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  • Philosophy of education in a new key: Snapshot 2020 from the United States and Canada.Liz Jackson, Kal Alston, Lauren Bialystok, Larry Blum, Nicholas C. Burbules, Ann Chinnery, David T. Hansen, Kathy Hytten, Cris Mayo, Trevor Norris, Sarah M. Stitzlein, Winston C. Thompson, Leonard Waks, Michael A. Peters & Marek Tesar - 2022 - Educational Philosophy and Theory 54 (8):1130-1146.
    This article shares reflections from members of the community of philosophers of education in the United States and Canada who were invited to express their insights in response to the theme ‘Snaps...
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  • Encountering Affect: Capacities, Apparatuses, Conditions.Ben Anderson - 2014 - Routledge.
    In Encountering Affect, Ben Anderson explores why understanding affect matters and offers one account of affective life that hones in the different ways in which affects are ordered. Intervening in debates around non-representational theories, he argues that affective life is always-already ‘mediated’ - the never finished product of apparatuses, encounters and conditions. Through a wide range of examples including dread-debility-dependency in torture, ordinary hopes, and precariousness, Anderson shows the significance of affect for understanding life today.
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  • (1 other version)Philosophy of education in a new key: Cultivating a living philosophy of education to overcome coloniality and violence in African Universities.Yusef Waghid, Nuraan Davids, Thokozani Mathebula, Judith Terblanche, Philip Higgs, Lester Shawa, Chikumbutso Herbert Manthalu, Zayd Waghid, Celiwe Ngwenya, Joseph Divala, Faiq Waghid, Michael A. Peters & Marek Tesar - forthcoming - Tandf: Educational Philosophy and Theory:1-14.
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  • (1 other version)On the global multiplicity of public spheres.James Tully - 2013 - In Christian Emden & David R. Midgley (eds.), Beyond Habermas: democracy, knowledge, and the public sphere. New York: Berghahn Books. pp. 169.
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  • (1 other version)Philosophy of education in a new key: Cultivating a living philosophy of education to overcome coloniality and violence in African universities.Yusef Waghid, Nuraan Davids, Thokozani Mathebula, Judith Terblanche, Philip Higgs, Lester Shawa, Chikumbutso Herbert Manthalu, Zayd Waghid, Celiwe Ngwenya, Joseph Divala, Faiq Waghid, Michael A. Peters & Marek Tesar - 2022 - Educational Philosophy and Theory 54 (8):1099-1112.
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  • Philosophy of education in a new key: A ‘Covid Collective’ of the Philosophy of Education Society of Great Britain (PESGB).Janet Orchard, Philip Gaydon, Kevin Williams, Pip Bennett, Laura D’Olimpio, Raşit Çelik, Qasir Shah, Christoph Neusiedl, Judith Suissa, Michael A. Peters & Marek Tesar - 2021 - Educational Philosophy and Theory 53 (12):1215-1228.
    This article is a collective writing experiment undertaken by philosophers of education affiliated with the PESGB (Philosophy of Education Society of Great Britain). When asked to reflect on questions concerning the Philosophy of Education in a New Key in May 2020, it was unsurprising that the effects of the coronavirus pandemic on society and on education were foremost in our minds. We wanted to consider important philosophical and educational questions raised by the pandemic, while acknowledging that, first and foremost, it (...)
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  • (1 other version)Why Critique Has Run Out of Steam.Bruno Latour - 2004 - Critical Inquiry 30 (2):225-248.
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  • The Politics of Truth.Michel Foucault & John Rajchman - 2007 - Semiotext(E).
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