{"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":"<p>This editorial introduction marks the seventy-fifth anniversary of <i>Educational Theory</i>, 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 <i>Educational Theory</i> enters its next era.</p>","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}
Kat Milligan-McClellan, Kali Simmons, Jessica Fremland, Mishuana Goeman, Sandy Grande
{"title":"Weeding Whitestream Feminism: Indigenous Feminist Gardening","authors":"Kat Milligan-McClellan, Kali Simmons, Jessica Fremland, Mishuana Goeman, Sandy Grande","doi":"10.1111/edth.70075","DOIUrl":"https://doi.org/10.1111/edth.70075","url":null,"abstract":"<p>Over twenty years after her article “Whitestream Feminism and the Colonialist Project” was published, Dr. Sandy Grande gathered other Indigenous women across disciplines and stages of career to discuss how the feminist project has been taken up or resisted in the field of Indigenous studies. They start with a definition of Indigenous feminism and then move on to discuss whether a decolonial feminism is possible, what “feminism” as a politics and analytic does for Indigenous Studies, what are the current and consistent aporias in feminism, particularly as practiced in the academy and finally, what is the horizon for (anti-colonial) feminist futures.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"76 1","pages":"32-49"},"PeriodicalIF":0.9,"publicationDate":"2026-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.70075","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146096478","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}
{"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":"<p>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 <i>partisanship</i> 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.</p>","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}
{"title":"STEM's Dirty Secret: How Grit and Resilience Mask Systemic Racism","authors":"Ebony O. McGee, 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}
{"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}
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