•  83
    International Handbook of Philosophy of Education (edited book)
    with Ann Chinnery, Nuraan Davids, Naomi Hodgson, Kai Horsthemke, Viktor Johansson, Dirk Willem Postma, Claudia W. Ruitenberg, Paul Smeyers, Christiane Thompson, Joris Vlieghe, Hanan Alexander, Joop Berding, Charles Bingham, Michael Bonnett, David Bridges, Malte Brinkmann, Brian A. Brown, Carsten Bünger, Nicholas C. Burbules, Rita Casale, M. Victoria Costa, Brian Coyne, Renato Huarte Cuéllar, Stefaan E. Cuypers, Johan Dahlbeck, Suzanne de Castell, Doret de Ruyter, Samantha Deane, Sarah J. DesRoches, Denise Egéa, Penny Enslin, Oren Ergas, Lynn Fendler, Sheron Fraser-Burgess, Norm Friesen, Amanda Fulford, Heather Greenhalgh-Spencer, Stefan Herbrechter, Chris Higgins, Pádraig Hogan, Katariina Holma, Liz Jackson, Ronald B. Jacobson, Jennifer Jenson, Kerstin Jergus, Clarence W. Joldersma, Mark E. Jonas, Zdenko Kodelja, Wendy Kohli, Anna Kouppanou, Heikki A. Kovalainen, Lesley Le Grange, David Lewin, Tyson E. Lewis, Gerard Lum, Niclas Månsson, Christopher Martin, and Jan Masschelein
    Springer Verlag. 2018.
    This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles that focus on and advance key arguments; each essay incorporates essential background material serving to clarify the history and logic of the relevant topic, examining the status quo of the discipline with respect to the topic, and discussing the possible futures of the field. The book provides a …Read more
  •  53
    Review Symposium of Meira Levinson, No Citizen Left Behind: Harvard University Press, 2012
    with Michele S. Moses, Sally J. Sayles-Hannon, Winston C. Thompson, and Quentin Wheeler-Bell
    Studies in Philosophy and Education 32 (6): 653-666. 2013.
  •  50
    Response to Samuel Rocha’s Review of Being and Learning
    Studies in Philosophy and Education 32 (5): 559-561. 2013.
  •  47
    Conscientizacion y Comunidad: A Dialectical Description of Education as the Struggle for Freedom
    Studies in Philosophy and Education 18 (6): 389-403. 1999.
    This paper contributes to those analyses that have discussed Hegel'sinfluence on Freire, and Freire's rethinking of Hegel. Yet, my narrative of the dialectic of conscientizacion, which I presenthere, is a novel attempt to read both thinkers simultaneously.Thus, in this paper I am exploring, and not didactically proving Gadotti's (1994) important, yet unqualified,claim that Hegel's dialectic ``can be considered the principaltheoretical framework of (Freire's) Pedagogy of the Oppressed.It could be…Read more
  •  31
    The Teacher and the World
    Educational Philosophy and Theory 47 (1): 106-109. 2015.
  •  26
    Critical pedagogy and the praxis of worldly philosophy
    Journal of Philosophy of Education 40 (1). 2006.
    This essay is a review of Peter McLaren's most recent work, Capitalists and Conquerors: A Critical Pedagogy Against Empire. The essay situates McLaren's work in the philosophical tradition of Marxist Humanism, with reference specifically to Raya Dunayevskaya and Paulo Freire. Despite invoking the work of Dunayevskaya as a foundation for his own project, McLaren does not offer a robust explication of this important thinker, nor of the Hegelian‐Marxist discourse she embraced. Here, as in much of M…Read more
  •  9
    Critical Pedagogy and the Praxis of Worldly Philosophy
    Journal of Philosophy of Education 40 (1): 105-114. 2006.
    This essay is a review of Peter McLaren’s most recent work, Capitalists and Conquerors: A Critical Pedagogy Against Empire. The essay situates McLaren’s work in the philosophical tradition of Marxist Humanism, with reference specifically to Raya Dunayevskaya and Paulo Freire. Despite invoking the work of Dunayevskaya as a foundation for his own project, McLaren does not offer a robust explication of this important thinker, nor of the Hegelian-Marxist discourse she embraced. Here, as in much of M…Read more
  •  7
    Heidegger’s Prognostic: Originary thinking at the end of philosophy of education
    Educational Philosophy and Theory 48 (8): 798-810. 2016.
    This article is one in a series of attempts to clear discursive space for speculative thinking in education. The impulse to move toward another form of ‘philosophy of education’ is inspired by ongoing conversation with Heidegger, whose later work, in particular, indicated the possibility of a poetic thinking that could express the state of wonder from whence learning arises. Philosophers of education may be interested in the organized manner in which learning is organized at the level of culture…Read more
  •  7
    Educational Theory, Volume 72, Issue 1, Page 109-117, February 2022.
  •  3
    The Resonance of Picasso’s Guitar
    Philosophy of Education 73 182-187. 2017.
  •  3
    Paulo Freire and Liberation Philosophy of Education
    In Ann Chinnery, Nuraan Davids, Naomi Hodgson, Kai Horsthemke, Viktor Johansson, Dirk Willem Postma, Claudia W. Ruitenberg, Paul Smeyers, Christiane Thompson, Joris Vlieghe, Hanan Alexander, Joop Berding, Charles Bingham, Michael Bonnett, David Bridges, Malte Brinkmann, Brian A. Brown, Carsten Bünger, Nicholas C. Burbules, Rita Casale, M. Victoria Costa, Brian Coyne, Renato Huarte Cuéllar, Stefaan E. Cuypers, Johan Dahlbeck, Suzanne de Castell, Doret de Ruyter, Samantha Deane, Sarah J. DesRoches, Eduardo Duarte, Denise Egéa, Penny Enslin, Oren Ergas, Lynn Fendler, Sheron Fraser-Burgess, Norm Friesen, Amanda Fulford, Heather Greenhalgh-Spencer, Stefan Herbrechter, Chris Higgins, Pádraig Hogan, Katariina Holma, Liz Jackson, Ronald B. Jacobson, Jennifer Jenson, Kerstin Jergus, Clarence W. Joldersma, Mark E. Jonas, Zdenko Kodelja, Wendy Kohli, Anna Kouppanou, Heikki A. Kovalainen, Lesley Le Grange, David Lewin, Tyson E. Lewis, Gerard Lum, Niclas Månsson, Christopher Martin & Jan Masschelein (eds.), International Handbook of Philosophy of Education, Springer Verlag. pp. 175-185. 2018.
    Freire’s project of critical literacy, which he initiated in 1946 when he was appointed director of the Department of Education and Culture of the Social Service in the state of Penambuco, Brazil, was an immediate overturning of the traditional classroom that, along with other vestiges of colonialism, has its roots in European authoritarian pedagogies that accentuate the dichotomy between the expertise of the master and the ignorance of the novice. “By giving the student formulas to receive and …Read more
  •  2
    Retrieving Immortal Questions, Initiating Immortal Conversations
    Philosophical Studies in Education 43. 2012.
  •  1
    Effecting “V”
    Philosophy of Education 58 184-187. 2002.
  •  1
    Becoming a Subject of Thinking: Philosophers in Education
    Philosophy of Education 66 262-265. 2010.
  •  1
    In the Time of Thinking Differently
    Philosophy of Education 65 250-252. 2009.
  • On Madness, Prophecy, and Outlaw Praxis: Thinking from Exile
    Philosophy of Education 72 32-37. 2016.
  • Writing, Teaching: Making an Offering
    Philosophy of Education 69 129-132. 2013.