•  104
    Muslim Women and the Politics of Religious Identity in a (Post) Secular Society
    Studies in Philosophy and Education 33 (3): 303-313. 2013.
    Women’s bodies, states Benhabib (Dignity in adversity: human rights in troubled times, Oxford University Press, Oxford, 2011: 168), have become the site of symbolic confrontations between a re-essentialized understanding of religious and cultural differences and the forces of state power, whether in their civic-republican, liberal-democratic or multicultural form. One of the main reasons for the emergence of these confrontations or public debates, says Benhabib (2011: 169), is because of the act…Read more
  •  83
    International Handbook of Philosophy of Education (edited book)
    with Ann Chinnery, 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, 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
  •  75
    Islamic Education, Possibilities, Opportunities and Tensions: Introduction to the Special Issue
    with Yusef Waghid
    Studies in Philosophy and Education 33 (3): 227-231. 2013.
    If Islam continues to evoke skepticism, as it has done most intensely since 9/11, then it stands to reason that its tenets and education are viewed with equal mistrust, and as will be highlighted in this special issue, equal misunderstanding. The intention of this special edition is neither to counter the accusations Islam stands accused of, nor to offer solutions to the myriad challenges facing Muslims in majority and minority Muslim countries. As will be evidenced in the diverse offering of th…Read more
  •  52
    Academic freedom and the fallacy of a post-truth era
    Educational Philosophy and Theory 53 (11): 1183-1193. 2021.
    The belief that we are living in a post-truth age raises a number of complex, paradoxical questions. Does it suggest, for example, that truth no longer matters? Or, that the idea of truth no longer exists? The university, of course, has long been associated with the interests of truth – not only in searching for truth, but in telling the truth. This is made evident in its emphasis on logic, rationality, deliberation, debate, reason, contemplation, reflection and academic freedom. Truth, and its …Read more
  •  48
    On the (Im)possibility of Democratic Citizenship Education in the Arab and Muslim World
    with Yusef Waghid
    Studies in Philosophy and Education 33 (3): 343-351. 2013.
    The euphoria of the recent Arab Spring that was initiated in northern African countries such as Tunisia, Egypt and Libya and spilled over to Bahrain, Yemen and Syria brings into question as to whether democratic citizenship education or more pertinently, education for democratic citizenship can successfully be cultivated in most of the Arab and Muslim world. In reference to the Gulf Cooperation Council countries (Bahrain, Kuwait, Saudi Arabia, Qatar, Oman and the United Arab Emirates) in the Mid…Read more
  •  42
    Conventional teacher education programmes do not equip practitioners adequately to navigate ethically complex situations that arise in teaching. One initiative responding to this deficit is ‘Philosophy for Teachers’ (‘P4T’), a 24-hour residential approach to community philosophy. Piloted originally in England, a further workshop took place in South Africa in October 2017, comprising student teachers, teacher educators and philosophers from three historically different universities in the Western…Read more
  •  41
    In May 2017, yet another South African university became a site of hate speech. Three students chose to display Nazi-inspired posters, which advertised an ‘Anglo-Afrikaner student’ event, under the motto ‘Fight for Stellenbosch’. That the posters provoked the response which it so obviously sought, was evident in the student outrage, and the swift condemnation from university management. Neither the prevalence of hate speech, nor its predictable responses, is new. The central concern of this arti…Read more
  •  22
    Philosophy of education in a new key: Cultivating a living philosophy of education to overcome coloniality and violence in African Universities
    with Yusef Waghid, Thokozani Mathebula, Judith Terblanche, Philip Higgs, Lester Shawa, Chikumbutso Herbert Manthalu, Zayd Waghid, Celiwe Ngwenya, Joseph Divala, Faiq Waghid, Michael A. Peters, and Marek Tesar
    Tandf: Educational Philosophy and Theory 1-14. forthcoming.
    .
  •  20
    Fazlur Rahman, Islamic Philosophy of Education and the Islamisation of Knowledge
    with Yusef Waghid
    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. 361-371. 2018.
    Scholars of Islamic Philosophy of Education widely consider Fazlur Rahman as one of the most distinguished Muslim philosophers of the twentieth century. His most well-known works include Avicenna’s Psychology, Prophecy in Islam: Philosophy and Orthodoxy, Islamic Methodology in History, Major Themes of the Qur’an, and Islam and Modernity – which offer significant insights into his theories on education. Fazlur Rahman is probably best known for his thesis on an Islamisation of knowledge, which has…Read more
  •  19
    On the Un-becoming of Measurement in Education
    Educational Philosophy and Theory 49 (4). 2017.
    Education in democratic South Africa has been saddled with the extraordinary task of sanitising a once dehumanising and splintered education system into a singular narrative of social justice and creative, problem-solving individuals. This extraordinary effort has witnessed a pendulum swing from the openness of outcomes-based education, to a less flexible National Curriculum Statement, and recently, to what has been criticised as a too restrictive Curriculum Assessment Policy Statement. In its n…Read more
  •  16
    Feeling like a philosopher of education: A collective response to Jackson’s ‘The smiling philosopher’
    with Liz Jackson, Winston C. Thompson, Jessica Lussier, Nicholas C. Burbules, Kal Alston, Stephen Chatelier, Krissah Marga B. Taganas, Olivia S. Mendoza, Jason Lin Cong, Addyson Frattura, and Anonymous and P. Taylor Webb
    Educational Philosophy and Theory 55 (9): 994-1005. 2023.
    The global #MeToo movement has precipitated a reckoning with gendered, sexual, and other forms of harassment and bullying in higher education. In academia, harassment is rooted in the history of re...
  •  16
    Maximalist Islamic Education as a Response to Terror: Some Thoughts on Unconditional Action
    with Yusef Waghid
    Educational Philosophy and Theory 47 (13-14): 1477-1492. 2015.
    Inasmuch as Muslim governments all over the world dissociate themselves from despicable acts of terror, few can deny the brutality and violence perpetrated especially by those in authoritative positions like political governments against humanity. Poignant examples are the ongoing massacre of Muslim communities in Syria, Iraq, Afghanistan and Pakistan by those government or rebel forces intent on eliminating the other whom they happen to find unworthy of living. This article attempts to map Isla…Read more
  •  15
    Philosophy of education in a new key: Cultivating a living philosophy of education to overcome coloniality and violence in African universities
    with Yusef Waghid, Thokozani Mathebula, Judith Terblanche, Philip Higgs, Lester Shawa, Chikumbutso Herbert Manthalu, Zayd Waghid, Celiwe Ngwenya, Joseph Divala, Faiq Waghid, Michael A. Peters, and Marek Tesar
    Educational Philosophy and Theory 54 (8): 1099-1112. 2022.
  •  15
  •  11
    In many ways, Ron Barnett’s academic oeuvre is unique. Without a doubt, he is one of the (if not the) most central founding academics of the research field ‘the philosophy of higher education’, whi...
  •  11
    Muslim schooling in South Africa and the need for an educational crisis?
    with Yusef Waghid
    Educational Philosophy and Theory 53 (14): 1509-1519. 2021.
    Despite unimaginable geopolitical reform and re-humanisation, which saw South Africa transition from colonialism, to apartheid, and now, to a democracy, Muslim education has retained both its character and content. Overdue questions remain unanswered as it becomes evident that while politics and the world of Muslims have shifted – locally and globally – Muslim education in South Africa has remained unchanged ideologically and pedagogically. With Arendt’s seminal essay, ‘Crisis in education’, at …Read more
  •  10
    The teaching profession in South Africa, like elsewhere in the world, is regulated by the specific codes of conduct, as stipulated by the South African Council for Educators. While common criticisms against SACE include failing to ensure the registration of all teachers, and not adequately dealing with the unprofessional conduct of teachers, it is the question of whether SACE can act as an ethical regulator, which attracts the most attention. Seemingly, there exists a tension between the legalis…Read more
  •  8
    On the problematique of decolonisation as a post-colonial endeavour
    Educational Philosophy and Theory 50 (14): 1434-1434. 2018.
  •  8
    The Worthwhile Risk of Education: From initiation to co-belonging in and through pedagogical encounters
    with Yusef Waghid
    Educational Philosophy and Theory 48 (11): 1138-1150. 2016.
    This article explores the idea of the worthwhile risk of education, as necessarily involving a transition from one of initiation and risk to that of co-belonging. We commence by considering a contention that while education is a human activity whereby an individual might be initiated into various encounters, the potential experience thereof is as yet un-encountered and strange, and only to be imagined. Following on the idea of education as the subject of imagination—that is, not knowing what to …Read more
  •  6
    Professing the vulnerabilities of academic citizenship
    Ethics and Education 17 (1): 1-13. 2022.
    ABSTRACT As academics, we do not only produce and reproduce knowledge; we also produce our citizenship as a social and agonistic space. There are nuances embedded within academic citizenship – unqualifiable, but compelling in their production and reproduction of power dynamics, bringing into disrepute notions of academic citizenship as a homogenous or inclusive space. There are ways of being and becoming within citizenship that might be less readily conceivable, and hence, slip beneath the radar…Read more
  •  4
    Nuraan Davids and Yusef Waghid make the argument that philosophy and education are intertwined as action concepts with the potential to affect teacher education practices. This book addresses pertinent philosophical concepts in education and how these concepts impact teaching, learning, and management as classroom practices.
  •  3
    This book examines how democratic education is conceptualised by exploring understandings of emotions in learning. The authors argue that emotion is both an embodiment and enhancement of democratic education: that rationality and emotion are not separate entities, but exist on a continuum. While democratic education would not exist if it were incommensurate with reason, making judgements about the human condition could not happen without invoking emotion. Synthesising Muslim scholarship with the…Read more
  •  3
    This book explores the complicated question of the regulating of speech at universities in South Africa. The authors discuss whether the potential harm of hate speech is sufficient justification for limiting free speech—and how doing so may affect the democratic project.
  •  2
    Governance as subversion of democratisation in South African schools
    Ethics and Education 18 (3): 279-298. 2023.
    In post-apartheid South Africa, a foregrounding of democratic citizenship education through broadened and inclusive participation is especially evident in a decentralised school-based leadership, management, and governance system. Policy-wise, the involvement of parents in School Governing Body (SGB) structures is seen as an enactment of representative and collective consultation, key to the democratisation of schooling and education. In practice, however, the wide-sweeping authority of SGBs, ha…Read more
  •  1
    Teaching and Learning as a Pedagogic Pilgrimage is premised on an argument that if higher education is to remain responsive to a public good, then teaching and learning must be in a perpetual state of reflection and change. It argues in defence of teaching and learning as constitutive of a pedagogic pilgrimage and draws on a range of scholars and theories to explore concepts such as transcendental journeys, belief, hope and imagination. The main objective of the book is to show how teaching and …Read more
  • Introduction: Section 1 – Voices from the Present and the Past
    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. 11-15. 2018.
    In our pursuits to find and attach meaning to the world around us, philosophers of education often refer to or build on a particular position of a philosopher or philosopher of education. As such, we recognise that how we understand a particular encounter or concept is always open to another interpretation and another way of constructing meaning. In opening a platform for the building on past voices, and offering new and re-considered voices, this section consists of 36 original chapters in whic…Read more
  • On an Ethical Enunciation of Islamic 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. 671-688. 2018.
    The question about what Islamic philosophy actually is, might best be answered by looking at the Qurān. In this text, one encounters terms like ‘ilm, hikmah, ‘aql and tafakkur, which are generally associated with actions of inquiry and hence attuned to philosophical inquiry. It is important to bear in mind that, although the Islamic faith came into contact with a number of other civilisations – such as Greek, Persian, Syrian, Egyptian and Indian cultures – thanks to the rapid expansion of the Mu…Read more