•  9
    After the subject: A response to MacKenzie
    with James Marshall
    Educational Philosophy and Theory 27 (1). 1995.
  • Why Foucault? New Directions in Educational Research (review)
    with Tina Besley
    Foucault Studies 144-147. 2009.
  •  19
    Information, Knowledge and Learning: Some Issues Facing Epistemology and Education in a Digital Age
    with Colin Lankshear and Michele Knobel
    Journal of Philosophy of Education 34 (1): 17-39. 2000.
    Philosophers of education have always been interested in epistemological issues. In their efforts to help inform educational theory and practice they have dealt extensively with concepts like knowledge, teaching, learning, thinking, understanding, belief, justification, theory, the disciplines, rationality and the like. Their inquiries have addressed issues about what kinds of knowledge are most important and worthwhile, and how knowledge and information might best be organised as curricular act…Read more
  •  6
    The future of teaching (edited book)
    with Xudong Zhu
    Brill. 2023.
    Teaching, born of the period of the ancient sages, developed as the moral art of living that introduced humanity to teaching as a moral pursuit, to the formation of value, to a moral and religious mode of being, and to a set of moral principles that have survived into the modern day. The idea that the 'future of teaching' represents a technological disruption of moral traditions of teaching and what teaching might become has become a serious concern for the current generation of philosophers in …Read more
  •  30
    The ethical academy? The university as an ethical system
    with Marek Tesar and Liz Jackson
    Educational Philosophy and Theory 53 (5): 419-425. 2021.
  •  47
    Wittgensteinian Pedagogics: Cavell on the Figure of the Child in the Investigations
    Studies in Philosophy and Education 20 (2): 125-138. 2001.
    This paper discusses Stanley Cavell's approach to the Investigations,focusing upon his essay – `Notes and Afterthoughts on the Opening ofWittgenstein's Investigations'. First, the paper investigates the waysin which Cavell makes central the figure and `voice' of the child to hisreading of the opening of the Investigations. Second, it argues thatCavell's Notes provides a basis for a Wittgensteinian pedagogics,for not only does it hold up the figure of the child as central to the Investigations …Read more
  •  2
    This book takes up, and takes seriously, the institutional sites and pedagogical investments of professional identity for college English teachers and examines how these site and investments both constitute and complicate the space of our politics.
  •  5
    Wittgenstein and post‐analytic philosophy of education: Rorty or Lyotard?
    Educational Philosophy and Theory 29 (2). 1997.
    (1997). Wittgenstein and post‐analytic philosophy of education: Rorty or Lyotard? Educational Philosophy and Theory: Vol. 29, No. 2, pp. 1-32. doi: 10.1111/j.1469-5812.1997.tb00018.x
  •  17
    Wittgenstein and post‐analytic philosophy of education: Rorty or Lyotard?
    Educational Philosophy and Theory 29 (2): 1-32. 1997.
    I was thinking about my philosophical work and saying to myself: ‘I destroy, I destroy, I destroy…’Context: The ‘linguistic turn’ of Western philosophy ; and correlatively, the decline of universalist discourses. The weariness with regard to ‘theory’, and the miserable slackening that goes along with it. The time has come to philosophize.…there is no danger of philosophy's ‘coming to an end’. Religion did not come to an end in the Enlightenment, nor painting in Impressionism. Even if the period …Read more
  •  7
    Cover -- Title -- Copyright -- Contents -- Citation Information -- Introduction -- 1 The Philosophy of Early Childhood: Examining the Cradle of the Evil, Rational and Free Child -- 2 Child-Rearing: On Government Intervention and the Discourse of Experts -- 3 Out of Place: Economic Imperialisms in Early Childhood Education -- 4 The Politics of Processes and Products in Education: An Early Childhood Metanarrative Crisis? -- 5 Narrative Identity and Early Childhood Education -- 6 Global Crisis: Loc…Read more
  • School Choice and Social Justice (Harry Brighouse)
    Educational Philosophy and Theory 33 (1): 114-116. 2001.
  •  6
    Thinking Again or Thinking Differently?
    Educational Philosophy and Theory 32 (3): 335-338. 2000.
  •  17
    Response to Peter Roberts and Marek Tesar
    Educational Philosophy and Theory 48 (9). 2016.
  •  6
    Philosophy of Educational Research
    Educational Philosophy and Theory 34 (3): 357-360. 2002.
  •  7
    Postmodernism/Post‐structuralism
    with Kenneth Wain
    In Nigel Blake, Paul Smeyers, Richard D. Smith & Paul Standish (eds.), The Blackwell Guide to the Philosophy of Education, Wiley-blackwell. 2002.
    This chapter contains sections titled: The Meanings of “Postmodernism” The Meanings of Post‐structuralism Education and the Politics of Post‐structuralism.
  •  10
    Philosophy and education: 'After' Wittgenstein (review)
    Studies in Philosophy and Education 14 (2-3): 313-328. 1995.
  •  1
    Individualism and Community: Education and Social Policy in the Postmodern Condition
    with James Marshall
    British Journal of Educational Studies 46 (1): 112-114. 1998.
  • Introduction: Western Marxism in Educational Philosophy and Theory -- Ideology and Schooling -- Marxism and Education: Will the Doctrine Bear the Weight? -- Education and Cultural Disadvantage -- Illich and Anarchism -- Knowledge and Ideology in the Marxist Philosophy of Education -- Liberal Education and Social Change -- The Continuing Conflicts Between Capitalism and Democracy: Ramifications for Schooling -- Luce Irigaray: Women becoming subjects for a divine economy -- The Nature and Limits o…Read more
  •  7
    Remove the world around the struggles, keep only conflicts and debates, dense with men, purified of things, you will have the theatrical stage, most narratives and philosophies, all of the social sciences: the interesting spectacle we refer to as ‘cultural’.Whoever says where the master and the slave are struggling? Our culture cannot stand the world.
  •  20
    Environmental Education, Neo‐liberalism and Globalisation: the ‘New Zealand experiment’
    Educational Philosophy and Theory 33 (2): 203-216. 2001.
    Remove the world around the struggles, keep only conflicts and debates, dense with men, purified of things, you will have the theatrical stage, most narratives and philosophies, all of the social sciences: the interesting spectacle we refer to as ‘cultural’.Whoever says where the master and the slave are struggling? Our culture cannot stand the world..
  •  23
    Education and the postmodern condition: Revisiting Jean-françois Lyotard (edited book)
    Journal of Philosophy of Education 29 (3). 1995.
    This paper re-examines Lyotard's notion of the postmodern condition in terms of its relevance and significance for education. The first section of the paper examines the Wittgensteinian role that Lyotard ascribes to philosophy in the postmodern condition. The second section, following Lyotard's discursive turn, locates the problem of the legitimation of education and knowledge in relation to capitalism. The final section provides a review of both Lyotard's responses to his critics and his reappr…Read more
  • Emancipation and Philosophies of History
    In Pradeep Ajit Dhillon & Paul Standish (eds.), Lyotard: just education, Routledge. 2000.
  •  15
    Education and the Postmodern Condition: revisiting Jean-François Lyotard
    Journal of Philosophy of Education 29 (3): 387-400. 1995.
    This paper re-examines Lyotard’s notion of the postmodern condition in terms of its relevance and significance for education. The first section of the paper examines the Wittgensteinian role that Lyotard ascribes to philosophy in the postmodern condition. The second section, following Lyotard’s discursive turn, locates the problem of the legitimation of education and knowledge in relation to capitalism. The final section provides a review of both Lyotard’s responses to his critics and his reappr…Read more