•  12
    Islam and Islamophobia in USA: The tip of the iceberg
    Educational Philosophy and Theory 48 (7): 744-748. 2016.
  •  12
    ‘It’s Complicated’: Neoliberal Schools versus Humanity
    Educational Philosophy and Theory 52 (8): 835-835. 2019.
    Volume 52, Issue 8, July 2020, Page 835-835.
  •  12
    How the media creates fear, from the USA and UK to Hong Kong
    Educational Philosophy and Theory 52 (9): 913-917. 2019.
    Volume 52, Issue 9, August 2020, Page 913-917.
  •  23
    Go home, team America: The new paradox of western ‘democracy’ around the world
    Educational Philosophy and Theory 52 (11): 1109-1112. 2020.
    Volume 52, Issue 11, October 2020, Page 1109-1112.
  •  35
    Must children sit still? The dark biopolitics of mindfulness and yoga in education
    Educational Philosophy and Theory 52 (2): 120-125. 2020.
    Volume 52, Issue 2, February 2020, Page 120-125.
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    Volume 52, Issue 1, January 2020, Page 17-21.
  •  21
    Mediating Class: The Role of Education and Competing Technologies in Social Mobilization
    Studies in Philosophy and Education 38 (6): 619-628. 2019.
    Some may say the rise of parochial, sectarian populism has indicated a failure of civic education. On the other hand, it might be said to demonstrate the increasing power of some alternative forms of education. This paper hopes to shed light on how ordinary people learn in ways and through means that are at odds with the experiences of scholars and elites. To do so it explores the intersections of education, technology, and social mobility, to highlight how people learn social class, and learn i…Read more
  •  26
    From Shared Fate to Shared Fates: An Approach for Civic Education
    with Cong Lin
    Studies in Philosophy and Education 38 (5): 537-547. 2019.
    In order to facilitate cooperation to solve problems within a nation-state, a new approach which conceptualizes citizenship in terms of shared fate has been promoted to potentially ameliorate the tensions identified between civic liberty and solidarity. Proponents of an emphasis on shared fate frame it not in terms of a particular shared national identity, but in terms of participation in the shared project of the nation-state. The approach of singular shared fate rightly emphasizes the urgency …Read more
  •  21
    Education and the Hong Kong umbrella movement
    Educational Philosophy and Theory 51 (2): 157-162. 2019.
    This special issue of Educational Philosophy and Theory considers the Hong Kong Umbrella Movement as an educational event, which has impacted attitudes and outlooks and conceptions of young people’s role, of education, and of society. This essay serves as an introduction to the more substantive pieces that follow. It describes two alternative perspectives on youth civic engagement in Hong Kong historically; and in so doing, it addresses some of the challenges related to free academic expression …Read more
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  •  2
    The power of relativism
    Educational Philosophy and Theory 49 (6): 568-568. 2017.
  •  45
    Education and the Hong Kong umbrella movement
    Educational Philosophy and Theory 1-6. 2016.
    This special issue of Educational Philosophy and Theory considers the Hong Kong Umbrella Movement as an educational event, which has impacted attitudes and outlooks and conceptions of young people’s role, of education, and of society. This essay serves as an introduction to the more substantive pieces that follow. It describes two alternative perspectives on youth civic engagement in Hong Kong historically; and in so doing, it addresses some of the challenges related to free academic expression …Read more
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  •  31
    Conference environments enable diverse roles for academics. However, conferences are hardly entered into by participants as equals. Academics enter into and experience professional environments differently according to culture, gender, race, ethnicity, class, and more. This paper considers from a philosophical perspective entering and initiating culturally into academic conferences as a woman. It discusses theories of gender and emotional labor and emotional management, focusing on Arlie Hochsch…Read more
  •  24
    ‘Asian’ Perspectives on Education for Sustainable Development
    Educational Philosophy and Theory 49 (5): 473-479. 2017.
  •  46
    The Individualist? The autonomy of reason in Kant’s philosophy and educational views
    Studies in Philosophy and Education 26 (4): 335-344. 2007.
    Immanuel Kant is often viewed by educational theorists as an individualist, who put education on “an individual track,” paving the way for political liberal conceptions of education such as that of John Rawls. One can easily find evidence for such a view, in “Answer to the Question: ‘What is Enlightenment?’,” as well as in his more metaphysical, moral inquiries. However, the place of reason in Kant’s philosophy––what I call the “autonomy of reason”––spells out a negative rather than positive con…Read more
  •  20
    Student-centered learning has been conceived as a Western export to the East and the developing world in the last few decades. Philosophers of education often associate student-centered learning with frameworks related to meeting the needs of individual pupils: from Deweyan experiential learning, to the ‘pedagogy of the oppressed’ and other social justice orientations. Yet student-centered learning has also become, in the era of neoliberal education, a jingoistic advertisement for practices and …Read more
  •  21
    Images of Islam in US Media and their Educational Implications
    Educational Studies: A Jrnl of the American Educ. Studies Assoc 46 (1): 3-24. 2010.
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    Under models of moral and global citizenship education, compassion and caring are emphasized as a counterpoint to pervasive, heartless, neo-liberal globalization. According to such views, these and related emotions such as empathy, sympathy, and pity, can cause people to act righteously to aid others who are disadvantaged through no fault of their own. When applied to the contemporary issue of alleviating child poverty, it seems such emotions are both appropriate and easily developed through edu…Read more
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    Dialogic Pedagogy for Social Justice: A Critical Examination
    Studies in Philosophy and Education 27 (2): 137-148. 2008.
    A crucial component of any education, dialogue is viewed by many social justice educators as their primary means towards rectifying social inequalities. Yet the extent to which the particular educational practices they recommend meet the needs or interests of their students who face systemic disadvantage remains unclear. This essay examines claims for and against dialogical pedagogy for increasing social justice. While conceding that dialogue is necessary for developing praxis as a student and p…Read more