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STEM's Dirty Secret: How Grit and Resilience Mask Systemic Racism STEM的肮脏秘密：勇气和韧性如何掩盖系统性种族主义
IF 0.9
EDUCATIONAL THEORY Pub Date : 2025-12-16 DOI: 10.1111/edth.70071
Ebony O. McGee, David O. Stovall
{"title":"STEM's Dirty Secret: How Grit and Resilience Mask Systemic Racism","authors":"Ebony O. McGee,&nbsp;David O. Stovall","doi":"10.1111/edth.70071","DOIUrl":"https://doi.org/10.1111/edth.70071","url":null,"abstract":"<p>STEM fields perpetuate systemic racism under the guise of meritocracy, forcing Black, Latino, and Indigenous students—particularly women—to endure racialized stress, institutional exclusion, and the psychological toll of weathering and racial battle fatigue. This paper argues that narratives of “grit” and “resilience” individualize these systemic failures, pathologizing rational responses to hostile environments as personal deficits like “imposter syndrome.” We introduce the framework of <i>Equity Ethics</i>—a measurable commitment to social justice comprising an equity ethos and equity action—to demonstrate how marginalized STEMmers are actively re-engineering their fields toward liberation, often at great personal cost. In an era of eroding DEI initiatives, we move beyond critique to propose a radical blueprint for structural reckoning. Grounded in four core criteria—material redistribution, power-shifting, structural accountability, and solidarity—we advocate for actionable solutions, including mandatory diversity cluster hires, trauma-informed mentoring, decolonized curricula, and reparative funding models. We conclude that the time for incremental reform has passed; only a fundamental dismantling of STEM's racist architecture can transform it from a site of exclusion into a platform for liberation.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"76 1","pages":"57-68"},"PeriodicalIF":0.9,"publicationDate":"2025-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.70071","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146099414","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
Distinctly Philosophical Challenges to Higher Education: The Role of Philosophers 高等教育面临的独特哲学挑战：哲学家的角色
IF 0.9
EDUCATIONAL THEORY Pub Date : 2025-12-16 DOI: 10.1111/edth.70073
Michele S. Moses
{"title":"Distinctly Philosophical Challenges to Higher Education: The Role of Philosophers","authors":"Michele S. Moses","doi":"10.1111/edth.70073","DOIUrl":"https://doi.org/10.1111/edth.70073","url":null,"abstract":"<p>How should philosophers of education engage with issues related to higher education? What do we have to offer? In this reflective article, I explore how current threats to higher education in the U.S. are distinctly philosophical, such as government challenges to both academic freedom and the core purposes of colleges and universities. This article concludes with a call for philosophers of (higher) education (along with other educational theorists) to collaborate purposefully with campus leaders in deciding how to approach and mitigate the external sociopolitical challenges faced by the university as a social institution, while also being responsive to faculty and other internal constituents' concerns.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"76 1","pages":"69-81"},"PeriodicalIF":0.9,"publicationDate":"2025-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.70073","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146099415","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
From the Margins to the Center: The Transformative Promise of Philosophy for Children 从边缘到中心：儿童哲学的变革承诺
IF 0.9
EDUCATIONAL THEORY Pub Date : 2025-12-09 DOI: 10.1111/edth.70068
Maughn Rollins Gregory, Megan Jane Laverty, Joe Oyler
{"title":"From the Margins to the Center: The Transformative Promise of Philosophy for Children","authors":"Maughn Rollins Gregory,&nbsp;Megan Jane Laverty,&nbsp;Joe Oyler","doi":"10.1111/edth.70068","DOIUrl":"https://doi.org/10.1111/edth.70068","url":null,"abstract":"<p>What began as an innovative idea in the late 1960s—the recognition that even very young children are philosophically disposed—is no longer considered novel. While philosophy for children has transitioned from a fledgling initiative to a worldwide movement, it remains on the margins of education. In this article, we look back at key initiatives that have advanced its growth before looking ahead to what can move philosophy for children to the center of education. We consider the introduction and development of materials that invite children into philosophical spaces, the community of philosophical inquiry as a model of teachers' and children's philosophical practice, diverse models of teacher preparation, and multiple means of dissemination and collaboration. We conclude that the transformative promise of philosophy for children lies in three directions: to enrich children's lives through an iterative, sustained experience of awakening to philosophical meaning, driven by their philosophical questioning and inquiry and shared in dialogue with others; to reform education by preparing teachers to cultivate a philosophical orientation to their subjects, their students, and to education as a whole; and to continue the cross-fertilization of theoretical and empirical research among philosophy for children, education, and the humanities and social sciences. The growth of the movement and what we have learned from it make these ambitious promises reasonable to strive for.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"76 1","pages":"117-132"},"PeriodicalIF":0.9,"publicationDate":"2025-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.70068","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146096473","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
Has Research on “What Works” in Education Been Looking at the Wrong Interventions? Revisiting “Why ‘What Works’ Won't Work” 对教育中“什么有效”的研究是否一直在寻找错误的干预措施？重温“为什么‘有用的’行不通”
IF 0.9
EDUCATIONAL THEORY Pub Date : 2025-12-02 DOI: 10.1111/edth.70063
Gert Biesta
{"title":"Has Research on “What Works” in Education Been Looking at the Wrong Interventions? Revisiting “Why ‘What Works’ Won't Work”","authors":"Gert Biesta","doi":"10.1111/edth.70063","DOIUrl":"https://doi.org/10.1111/edth.70063","url":null,"abstract":"<p>In this invited article, I revisit my 2007 essay “Why ‘What Works’ Won't Work: Evidence-Based Practice and the Democratic Deficit in Educational Research.” I provide a summary of the key arguments in the essay, explain why I used the phrase “democratic deficit,” examine what I have observed regarding the discussion about “evidence” in education since the publication of the essay, and show, through an exploration of the educational placebo effect, why the comparison between education and medicine remains problematic. I suggest that this may have important implications for the design of educational research. It also raises the interesting question to what extent existing evidence about educational effectiveness has been looking at the right interventions. Against this background, I reiterate my call for a broader spectrum of research approaches than only those that focus on the question of “what works.” This is as much a call for researchers as it is a call for policymakers and educational practice.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"76 1","pages":"16-24"},"PeriodicalIF":0.9,"publicationDate":"2025-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.70063","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146057753","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
How to Make Philosophy of Education Useful 如何让教育哲学有用起来
IF 0.9
EDUCATIONAL THEORY Pub Date : 2025-12-01 DOI: 10.1111/edth.70067
Harry Brighouse
{"title":"How to Make Philosophy of Education Useful","authors":"Harry Brighouse","doi":"10.1111/edth.70067","DOIUrl":"https://doi.org/10.1111/edth.70067","url":null,"abstract":"<p>This article considers the difficulties of doing work in philosophy of education that might actually be useful to practical decision-makers and discusses the way that philosophers can collaborate with social scientists to do such work.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"76 1","pages":"82-90"},"PeriodicalIF":0.9,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.70067","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146099412","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
Revisited: “What Should We Teach as Controversial? A Defense of the Epistemic Criterion” 重新审视：“我们应该教什么有争议？”为认识论标准辩护
IF 0.9
EDUCATIONAL THEORY Pub Date : 2025-11-27 DOI: 10.1111/edth.70065
Michael Hand
{"title":"Revisited: “What Should We Teach as Controversial? A Defense of the Epistemic Criterion”","authors":"Michael Hand","doi":"10.1111/edth.70065","DOIUrl":"https://doi.org/10.1111/edth.70065","url":null,"abstract":"<p>In this invited essay for the 75<sup>th</sup> Anniversary Special Issue of <i>Educational Theory</i>, I revisit my 2008 article “What Should We Teach as Controversial? A Defense of the Epistemic Criterion.” I briefly summarize my argument, then survey the various objections it has attracted in the years since its publication. I focus in on a criticism I call the <i>value worry</i> about the epistemic criterion and try to show that it is unsuccessful.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"76 1","pages":"50-56"},"PeriodicalIF":0.9,"publicationDate":"2025-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.70065","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146058066","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
Philosophers of Education as Public Intellectuals Engaged in Political Issues 作为参与政治问题的公共知识分子的教育哲学家
IF 0.9
EDUCATIONAL THEORY Pub Date : 2025-11-25 DOI: 10.1111/edth.70064
Sarah M. Stitzlein
{"title":"Philosophers of Education as Public Intellectuals Engaged in Political Issues","authors":"Sarah M. Stitzlein","doi":"10.1111/edth.70064","DOIUrl":"https://doi.org/10.1111/edth.70064","url":null,"abstract":"<p>The field of philosophy of education is diverse and evolving. I focus here on one particular way in which some philosophers of education have been doing philosophy of education—by working as public intellectuals addressing political issues, especially in contexts related to school practice and policy. I showcase how they do this work and what benefits it offers to the public, to the scholars themselves, and to the field of philosophy of education. Some key contributions of these scholars include clarifying explicit and underlying values, aims, and political ideologies at play in educational situations, engaging the public in inquiries into them, and facilitating efforts to address related problems. Scholars of this sort also guide the public through dissent against problematic policies and practices while imagining alternatives. They build hope by collaborating with the public on solutions. Throughout the article, I raise questions regarding approaching philosophy of education in this way, pointing toward tensions that may need to be addressed or resolved as the field moves forward.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"76 1","pages":"91-99"},"PeriodicalIF":0.9,"publicationDate":"2025-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.70064","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146058057","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
Implications of Rejecting Common-Sense Realism for the Practice and Aim of Knowledge-Based Education 摒弃常识现实主义对知识教育实践与目标的启示
IF 0.9
EDUCATIONAL THEORY Pub Date : 2025-10-12 DOI: 10.1111/edth.70047
Henrik Friberg-Fernros
{"title":"Implications of Rejecting Common-Sense Realism for the Practice and Aim of Knowledge-Based Education","authors":"Henrik Friberg-Fernros","doi":"10.1111/edth.70047","DOIUrl":"https://doi.org/10.1111/edth.70047","url":null,"abstract":"<p>In this article, I assume that it is universally accepted that education—at least sometimes—should aim at knowledge. Moreover, I take my point of departure from the classical (and minimal) definition of <i>knowledge</i> in terms of justified true belief (JTB). I further assume that this definition usually rests on a common-sense realist notion of truth, which I take to minimally entail that <i>whether</i> something is true or not is independent of our beliefs <i>about</i> whether something is true or not, and that we—at least sometimes—can <i>know</i> whether something is true or not. Given the strong relationship between education and knowledge, these assumptions might make one think that common-sense realism has a strong position in educational research. However, it is clear that educational research has been heavily influenced by views in conflict with common-sense realism. The aim of this article is to comprehensively describe the implications of rejecting common-sense realism for the practice and aim of knowledge-based education. I outline two strategies for opponents of common-sense realism: (1) either to avoid the (realist) notion of truth altogether in the definition of knowledge or (2) to (re) define truth in the definition of knowledge in a way that avoids common-sense realism. I conclude that both strategies entail radical implications for the practice and aim of knowledge-based education. I end the article by discussing and responding to some of the concerns that have motivated scholars to reject common-sense realism in the first place.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"75 6","pages":"1107-1129"},"PeriodicalIF":0.9,"publicationDate":"2025-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.70047","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145450057","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
The Queer Failure of Diversity Coursework 多样性课程的酷儿失败
IF 0.9
EDUCATIONAL THEORY Pub Date : 2025-10-09 DOI: 10.1111/edth.70048
Christine Zabala-Eisshofer
{"title":"The Queer Failure of Diversity Coursework","authors":"Christine Zabala-Eisshofer","doi":"10.1111/edth.70048","DOIUrl":"https://doi.org/10.1111/edth.70048","url":null,"abstract":"<p>This article provides a theoretical argument for a queer failure pedagogy enacted in required diversity courses. Queer failure, as originally theorized by Halberstam (2011), rejects the traditional notion of success and failure rooted in capitalist, heteropatriarchal hierarchies. Queer- and critical disability-informed educators have taken this concept and theorized what this approach can open up for educators in the classroom. This article is particularly interested in understanding failure in the required diversity course, as failure is a constant presence when having discussions on diversity, equity, and inclusion in today's political climate. This article offers examples of the author's experience engaging with queer failure and discomfort and explores how we can reframe this crisis for ourselves and our students.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"75 6","pages":"1023-1044"},"PeriodicalIF":0.9,"publicationDate":"2025-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145449998","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
Like a Candle, Burning at Both Ends: The Cynicism of Teacher Erasure 像蜡烛两头燃烧：教师抹掉的玩世不恭
IF 0.9
EDUCATIONAL THEORY Pub Date : 2025-10-07 DOI: 10.1111/edth.70051
Peter Nelson, Scott Jarvie
{"title":"Like a Candle, Burning at Both Ends: The Cynicism of Teacher Erasure","authors":"Peter Nelson,&nbsp;Scott Jarvie","doi":"10.1111/edth.70051","DOIUrl":"https://doi.org/10.1111/edth.70051","url":null,"abstract":"<p>This article builds from an exorbitant moment—the invocation of an inspirational quote on the eve of a new school year—to critically explore the larger, commonplace conceptual frame that the best teachers give all of themselves to their students, even to the point of self-erasure, as it continues to manifest across various discourses in education, research, and policy. We find significant problems emerging from this rhetoric, ones that compromise both the efficacy and humanizing potential of pedagogical practices. Offering alternative ways forward for teachers that do not romanticize teacher martyrdom, we focus instead on approaches that affirm the relational complexities of work in classrooms and encourage constant transformation, versions of “a teaching life” we argue to be more life-giving and sustaining.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"75 6","pages":"1045-1059"},"PeriodicalIF":0.9,"publicationDate":"2025-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145449852","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
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