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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
IF 0.9
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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引用次数: 0
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
IF 0.9
EDUCATIONAL THEORY Pub Date : 2026-03-09 Epub Date: 2025-10-31 DOI: 10.1111/edth.70062
Haoyu Jin
{"title":"What Does it Mean to be a Student? Exploring the Experience of “Studenting” as Referring and Hosting","authors":"Haoyu Jin","doi":"10.1111/edth.70062","DOIUrl":"https://doi.org/10.1111/edth.70062","url":null,"abstract":"<p>This article follows the “Biestian” concept of “teaching as pointing,” and expands on it by adding the role and perspective of the student in educational interactions or contacts, which are largely underdeveloped or marginalized in Biesta's theory of education. I explore the nature and experience of “being a student” with a reconstruction of the concept of “studenting” as the starting point. This article then posits two imageries that may be used to depict the experience of studenting: studenting as referring and studenting as hosting. I will elaborate on these two imageries with references to child psychology and the culture of hospitality, respectively. The host-guest analysis also yields the possibility of the teacher being (and acting as) a host in relation to the student-as-guest. Finally, I will draw some possible pedagogical implications from my overall analysis and discussion to concretize what has been said in this article.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"76 2","pages":"274-292"},"PeriodicalIF":0.9,"publicationDate":"2026-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.70062","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147570276","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
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
IF 0.9
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":"<p>There are striking similarities between Jacques Rancière's treatment of the pedagogue in <i>The Ignorant Schoolmaster</i> and Stanley Cavell's treatment of the skeptical instructor in the second chapter of <i>Conditions Handsome and Unhandsome</i>. 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.</p>","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
IF 0.9
EDUCATIONAL THEORY Pub Date : 2026-03-09 Epub Date: 2025-12-02 DOI: 10.1111/edth.70069
Jeanne Sinclair, Nevra Ozoren Sener
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引用次数: 0
The Value of Relational Teacher Autonomy 关系型教师自主的价值
IF 0.9
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":"<p>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.</p>","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
IF 0.9
EDUCATIONAL THEORY Pub Date : 2026-02-11
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引用次数: 0
IF 0.9
EDUCATIONAL THEORY Pub Date : 2026-02-11
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引用次数: 0
IF 0.9
EDUCATIONAL THEORY Pub Date : 2026-02-06
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引用次数: 0
IF 0.9
EDUCATIONAL THEORY Pub Date : 2026-02-06
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引用次数: 0
IF 0.9
EDUCATIONAL THEORY Pub Date : 2026-02-03
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引用次数: 0
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