EDUCATIONAL THEORY最新文献

Beyond Prompt Engineering: Prompting (L)iteracy, Linguistic Capital, and Educational Inequality 超越提示工程：提示(L)读写能力、语言资本和教育不平等

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EDUCATIONAL THEORY Pub Date : 2026-03-09 Epub Date: 2025-10-08 DOI: 10.1111/edth.70057

Orhan Agirdag

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引用次数: 0

The Confession-Grade Exchange: Penny for Your Thoughts 忏悔级的交换：一分钱换你的思想

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EDUCATIONAL THEORY Pub Date : 2026-03-09 Epub Date: 2025-10-25 DOI: 10.1111/edth.70061

Cara Furman

引用次数: 0

SAFE SPACES AND FREE SPEECH ON CAMPUS: A GUIDED TOUR OF CAMPUS CONTEXTS 校园安全空间和言论自由：校园环境导览

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EDUCATIONAL THEORY Pub Date : 2026-03-09 Epub Date: 2025-11-06 DOI: 10.1111/edth.70060

Bryan R. Warnick, Jamie Herman, Kyle Williams

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What Does it Mean to be a Student? Exploring the Experience of “Studenting” as Referring and Hosting 作为一名学生意味着什么？“学生”的借鉴与托管体验探索

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EDUCATIONAL THEORY Pub Date : 2026-03-09 Epub Date: 2025-10-31 DOI: 10.1111/edth.70062

Haoyu Jin

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Egalitarian Education and the Skeptical Pedagogue: Jacques Rancière and Stanley Cavell on the Scene of Education 平等主义教育与怀疑论教育家：雅克·朗西<s:1>和斯坦利·卡维尔论教育现场

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EDUCATIONAL THEORY Pub Date : 2026-03-09 Epub Date: 2025-10-08 DOI: 10.1111/edth.70054

Scott Robinson

{"title":"Egalitarian Education and the Skeptical Pedagogue: Jacques Rancière and Stanley Cavell on the Scene of Education","authors":"Scott Robinson","doi":"10.1111/edth.70054","DOIUrl":"https://doi.org/10.1111/edth.70054","url":null,"abstract":"There are striking similarities between Jacques Rancière's treatment of the pedagogue in The Ignorant Schoolmaster and Stanley Cavell's treatment of the skeptical instructor in the second chapter of Conditions Handsome and Unhandsome. In this article, I argue that this pairing highlights the ways in which both Rancière and Cavell approach the figure I call the skeptical pedagogue. They share the term “stultification” for the effect of this figure on the process of learning and teaching. Skepticism and the explanative method erode the student's capacity to show their intelligence and the teacher's willingness to perceive it. I also show that both Rancière and Cavell share an egalitarian ethos in their writing on education and aesthetics. Against the skeptical pedagogue's misleading foundationalism, the connection between Rancière and Cavell illuminates how the presupposition of equality enhances the context of education, focused not on a single proper starting point or a procedure of rule-following but on acts of translation and creative intelligence. This article responds to key texts on Rancière and Cavell in educational theory and aesthetics and develops an account of practices such as rule-following in judgment and communicability in aesthetic education. After describing the skeptical pedagogue and presenting an account of egalitarian education, I show how a distinctive conception of translation enables both Rancière and Cavell to describe ways for the student and teacher to go on together. I develop the connection between Rancière and Cavell and argue that they share a conception of egalitarian education that emphasizes what we owe to ourselves and each other as reasonable beings.","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"76 2","pages":"293-310"},"PeriodicalIF":0.9,"publicationDate":"2026-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147564440","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Framework for a Culturally Sustaining “Science of Reading” 文化持续的“阅读科学”框架

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EDUCATIONAL THEORY Pub Date : 2026-03-09 Epub Date: 2025-12-02 DOI: 10.1111/edth.70069

Jeanne Sinclair, Nevra Ozoren Sener

引用次数: 0

The Value of Relational Teacher Autonomy 关系型教师自主的价值

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EDUCATIONAL THEORY Pub Date : 2026-03-09 Epub Date: 2025-12-07 DOI: 10.1111/edth.70066

Alexandra K. Chang

{"title":"The Value of Relational Teacher Autonomy","authors":"Alexandra K. Chang","doi":"10.1111/edth.70066","DOIUrl":"https://doi.org/10.1111/edth.70066","url":null,"abstract":"Autonomy is an ideal both defended and condemned by theorists and empirical scholars alike. I begin this article by suggesting that at least part of this ongoing debate can be explained by the fact that autonomy—and teacher autonomy, in particular—is a slippery concept. While some scholars characterize autonomy in ways that highlight teachers' control, others prioritize rational independence or even creativity and emotion. Such ambiguity makes it difficult to know what we are evaluating as a potential good that is worth defending for teachers, as well as to articulate the reasons we might have to preserve it. This article seeks to closely interrogate the concept of teacher autonomy through analyzing a normative case study. I first demonstrate how teacher autonomy can and should be understood as more than rational choice or control. Drawing on David Enoch's distinction between “autonomy as sovereignty” and “autonomy as non-alienation,” as well as on Doris Santoro's notion of a teacher's “moral center,” I propose an account of teacher autonomy that prioritizes non-alienation. However, the subsequent analysis reveals that this account on its own falls short of capturing all the ways in which a teacher's autonomy might be at stake. I suggest this is due to the deep relationality that characterizes how values are both constructed and expressed through teaching. That is, because teaching is a shared practice, teachers' values and commitments are often formed and enacted in relation with others. I argue that this has implications for the way we evaluate and advocate for the autonomy of teachers.","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"76 2","pages":"193-205"},"PeriodicalIF":0.9,"publicationDate":"2026-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147563817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Seventy-Five Years of Educational Theory: Foundations and Futures 教育理论的75年：基础与未来

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EDUCATIONAL THEORY Pub Date : 2026-01-12 DOI: 10.1111/edth.70076

Rebecca M. Taylor

{"title":"Seventy-Five Years of Educational Theory: Foundations and Futures","authors":"Rebecca M. Taylor","doi":"10.1111/edth.70076","DOIUrl":"https://doi.org/10.1111/edth.70076","url":null,"abstract":"This editorial introduction marks the seventy-fifth anniversary of Educational Theory, reflecting on the journal's historical contributions while looking forward to the future of philosophy of education and educational theory. This anniversary issue of the journal features two complementary sets of essays: five revisited articles in which authors return to notable work from the past twenty-five years to assess its ongoing significance, and nine forward-looking reflections that consider the present and future roles of philosophers and theorists of education amid political, social, and technological change. Together, these contributions illuminate enduring questions about democracy, educational purpose, global engagement, public scholarship, and the challenges and possibilities posed by artificial intelligence. The introduction argues that educational philosophy and theory remain vital for interrogating educational aims, sustaining democratic commitments, and cultivating critical and imaginative thought, and it calls for continued reflection on the field's responsibilities and possibilities as Educational Theory enters its next era.","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"76 1","pages":"7-15"},"PeriodicalIF":0.9,"publicationDate":"2026-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.70076","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146057871","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Weeding Whitestream Feminism: Indigenous Feminist Gardening 除草白流女权主义：本土女权主义园艺

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EDUCATIONAL THEORY Pub Date : 2026-01-09 DOI: 10.1111/edth.70075

Kat Milligan-McClellan, Kali Simmons, Jessica Fremland, Mishuana Goeman, Sandy Grande

引用次数: 0

Beyond Neutrality and Consensus: The Case for Partisan Teaching 超越中立和共识：党派教学的案例

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EDUCATIONAL THEORY Pub Date : 2025-12-21 DOI: 10.1111/edth.70074

Quentin Wheeler-Bell

{"title":"Beyond Neutrality and Consensus: The Case for Partisan Teaching","authors":"Quentin Wheeler-Bell","doi":"10.1111/edth.70074","DOIUrl":"https://doi.org/10.1111/edth.70074","url":null,"abstract":"This article challenges the prevailing binary in civic education that pits teacher neutrality against political activism. I argue that the real tension is not whether partisanship belongs in the classroom—it always does—but how it is engaged. Drawing on the concept of partisan justification, I define partisanship as reasoning from within a contestable normative framework that shapes what issues are foregrounded, how they are framed, and which disagreements are possible. I critique two dominant models: the Controversial Issues approach, which relies on the illusion of neutrality by concealing partisan framing, and the Activist approach, which risks the illusion of consensus by treating a single vision of justice as settled. Against both, I advocate for an educational partisanship as a democratic design: a practice that acknowledges the inevitability of partisan commitments and structures classroom inquiry to make them visible, discussable, and open to challenge. Using a classroom example focused on Diversity, Equity, and Inclusion (DEI), I show how teachers can disclose their commitments without imposing them, expanding democratic understanding through genuine contestation. I conclude that democratic education depends not on evading partisanship but on practicing it transparently and with care—designing classrooms where disagreement is expected, plurality is preserved, and no view, including the teacher's, is above scrutiny.","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"76 1","pages":"100-116"},"PeriodicalIF":0.9,"publicationDate":"2025-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.70074","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146091516","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0