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Review of Sharon Todd’s The Touch of the Present: Educational Encounters, Aesthetics, and the Politics of the Senses (SUNY Press, 2023) 评论莎伦-托德（Sharon Todd）的《当下的触觉》：教育邂逅、美学与感官政治》（纽约州立大学出版社，2023 年）

IF 1 4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2024-04-15 DOI: 10.1093/jopedu/qhae032

Claudia W. Ruitenberg

引用次数: 0

Decolonization in South African universities: storytelling as subversion and reclamation 南非大学的非殖民化：作为颠覆和开垦的故事讲述

IF 1 4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2024-04-15 DOI: 10.1093/jopedu/qhae029

N. Davids

{"title":"Decolonization in South African universities: storytelling as subversion and reclamation","authors":"N. Davids","doi":"10.1093/jopedu/qhae029","DOIUrl":"https://doi.org/10.1093/jopedu/qhae029","url":null,"abstract":"\u0000 Underscoring recurrent calls for the decolonization of university curricula in South Africa are underexplored presumptions that by only disrupting theoretical content, universities might release themselves from a colonialist grasp, that continues to dominate and distort higher education discourse. While it might be the case that certain theories hold enormous authoritative, ‘truthful’ sway, as propagated through western interpretations and norms, there are inherent problems in exclusively approaching the decolonization project as a content-based hurdle, removed from the subjectivities of students’ social, lived and learning realities. The argument advanced in this article is that until the epistemic harm of colonialism and apartheid are afforded careful recognition and attention – as in focusing on the lived experiences, realities, and stories of individuals - the hard work of de-legitimizing coloniality, and its implicit structures of hegemonies and binaries cannot unfold. In addressing these harms, I commence by describing some of the contexts of epistemic harm, promulgated through colonialism and apartheid. This is followed by a consideration of decolonization, both as theory and practice-within-context. Here, I also foreground the #Rhodesmustfall campaign, as a particular moment of painful clarity about why decolonization, as well as transformation have faltered in higher education in South Africa. In the second half, I focus on the necessity of prioritising storytelling as a deep manifestation of decolonization. Stories, I maintain, provide access into unknown lives, and can subvert the invisible, normative framings, which dictate how we live in this world. As a manifestation of decolonization, students’ stories hold profound implications for the recognition and affirmation of pluralist identities, histories, knowledge, values, and worldviews.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140704218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The OECD’s New Discourse of Curriculum Reform: Student Agency, Competency, Colonisation, and Translation 经合组织的课程改革新论述：学生代理、能力、殖民化和翻译

IF 1 4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2024-04-15 DOI: 10.1093/jopedu/qhae030

Sangeun Lee

{"title":"The OECD’s New Discourse of Curriculum Reform: Student Agency, Competency, Colonisation, and Translation","authors":"Sangeun Lee","doi":"10.1093/jopedu/qhae030","DOIUrl":"https://doi.org/10.1093/jopedu/qhae030","url":null,"abstract":"\u0000 The OECD global governance of education has been gradually increasing. Its field of interest is currently expanding from educational evaluation through PISA to curriculum reform through the Education 2030 project. Here, it is interesting to note that the nature of the terms the OECD has been creating reveals a ‘humanistic turn’. This shows up well in the frequent occurrence of terms such as ‘well-being’, ‘attitudes and values’, ‘inclusiveness’, ‘responsibility’, and ‘sustainability’ in the ongoing Education 2030 project. Perhaps this new humanistic discourse increases the likelihood of the smooth adoption of the OECD’s proposed curriculum redesign in more countries. If the OECD’s new discourse captures and transforms contemporary people's ways of thought and practice about education, then this is related to the problem of colonialism in our era. It is also worth noting that language plays a vital role in colonization. In particular, the need for translation between different languages serves as a useful means for colonization. Conversely, it is also seen as having a potential decolonizing power. In this context, I would like to examine the new language the OECD has adopted, specifically regarding student experience and the nature of knowing. Next, I shall attempt to criticize the underlying educational assumptions in the OECD’s pronouncements. Following this, I shall explore how the OECD’s new discourse has been translated in South Korea, taking this as an example of wider experience in the East Asian context and possibly elsewhere. Finally, I shall conclude by considering the direction of curriculum decolonization in terms of translation.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140703939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Freire and environmentalism: Ecopedagogy by Greg Willian Misiaszek, 2023 弗莱雷和环保主义：生态教育学》，作者 Greg Willian Misiaszek，2023 年

IF 1 4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2024-04-12 DOI: 10.1093/jopedu/qhae035

Simon Boxley

引用次数: 0

Is there a Place for Friendship in Education? Thinking with Arendt on Friendship, Politics, and Education 友谊在教育中占有一席之地吗？与阿伦特一起思考友谊、政治和教育

IF 1 4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2024-04-12 DOI: 10.1093/jopedu/qhae033

Ivan Zamotkin, Anniina Leiviskä

{"title":"Is there a Place for Friendship in Education? Thinking with Arendt on Friendship, Politics, and Education","authors":"Ivan Zamotkin, Anniina Leiviskä","doi":"10.1093/jopedu/qhae033","DOIUrl":"https://doi.org/10.1093/jopedu/qhae033","url":null,"abstract":"\u0000 In this paper, we examine the political and educational relevance of Hannah Arendt’s account of friendship. Drawing from Arendt’s central works on friendship, we offer a novel interpretation of the concept by connecting the notion with the idea of educational ‘love for the world’, amor mundi. With this interpretation, we seek to demonstrate that the concept of friendship has both direct educational and indirect political significance. Thereby, we distinguish our interpretation from two previous understandings of the educational relevance of the Arendtian notion of friendship—those by (1) Aaron Schutz and Marie G. Sandy, and (2) Morten T. Korsgaard—in which friendship is either assigned a specifically political role (as in (1)) or its significance to education is narrowly understood (as in (2)). We argue our interpretation of friendship offers both a new contribution to the understanding of the relationship between education and politics in the context of Arendt scholarship, and a novel way of thinking about the educational significance of friendship in the context of contemporary democratic politics, especially the prevailing political polarization.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140709371","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Decolonising Democratic Aims of Education in Botswana: Kagisano & Outcomes-Based Education 博茨瓦纳教育民主目标的非殖民化：卡吉萨诺与基于成果的教育

IF 1 4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2024-04-08 DOI: 10.1093/jopedu/qhae031

Sheron Fraser-Burgess, Thenjiwe Major

{"title":"Decolonising Democratic Aims of Education in Botswana: Kagisano & Outcomes-Based Education","authors":"Sheron Fraser-Burgess, Thenjiwe Major","doi":"10.1093/jopedu/qhae031","DOIUrl":"https://doi.org/10.1093/jopedu/qhae031","url":null,"abstract":"\u0000 Botswana’s history is one of an unwavering exercise of self-determination and quest for self-rule. Post-independence, self-government prioritized an overarching philosophy of Kagisano or social harmony within which the aims of education were framed, in conjunction with a political commitment to Botho through democracy. For economic and social reasons the current educational policy of Botswana is based on outcomes based education (OBE), with its metrics of quantifiable outcomes. The article argues that Olúfemi Táíwò’s analysis of decolonization provides a philosophical lens through which to interpret Botswana’s current educational pathway within the prevailing decolonization discourse. OBE clearly exhibits features of neo-colonialism, as it pertains to the national value principles. We draw on Ndlovu-Gatsheni decolonial epistemic perspective to frame the discussion that were possible to integrate OBE with Botswana’s ethnically inclusive, community-based view of democracy and associated virtues, this would be a worthwhile goal for education and could lead to a particular form of indigenised democracy. Substantive distinctions among the concepts of decolonization, neo-colonialism, and decoloniality, underwrite this thesis. We see the project of envisaging a future of education in Botswana as having to do with disentangling colonialist-imperialist cultural reproduction from indigenous aspirations.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140730310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Pedagogic Obligations toward a Decolonial and Contextually Responsive Approach to Teaching Philosophy in South Africa 南非哲学教学的非殖民化和因地制宜的教学义务

IF 1 4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2024-04-03 DOI: 10.1093/jopedu/qhae028

S. Kumalo

引用次数: 0

Reimagining academic freedom: a companion piece 重新认识学术自由：附录

IF 1 4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2024-03-06 DOI: 10.1093/jopedu/qhae017

A. Pirrie, K. Manum

{"title":"Reimagining academic freedom: a companion piece","authors":"A. Pirrie, K. Manum","doi":"10.1093/jopedu/qhae017","DOIUrl":"https://doi.org/10.1093/jopedu/qhae017","url":null,"abstract":"\u0000 We consider academic freedom in the context of broader developments in higher education. We suggest that the tenor of contemporary debates on the subject is a manifestation of pervasive forms of authoritarianism that undermine the university as a home of adventure, a place and space that is conducive to the conduct of free inquiry.\u0000 It is evident that some champions of academic freedom engage in dangerously polarized forms of spectacle, engendered by a management culture that embraces showmanship and routinely favours talking over listening. As such, they represent a force for conformity rather than dissent; division rather than collective action. These forms of spectacle jeopardize rather than promote the principles of academic freedom by polarizing the terms of the debate for maximum ‘impact’. We explore the implications of conceptualizations of academic freedom that focus on the rights of everyone in the university. We also suggest that the notion might usefully be extended to those on precarious contracts, and to students facing normative expectations about what constitutes ‘progress’ in academic practice. Drawing upon Timothy Snyder’s On Tyranny: Twenty Lessons from the Twentieth Century and an essay by Vaclav Havel, we reassess the notion of the ‘pursuit of truth’ that underlies conventional definitions of academic freedom.\u0000 We conclude with a brief vignette, a rousing endorsement of the ineffable and irreducible qualities of friendship. This entails slaying a fictitious, three-headed dragon and embracing a form of spectacle that transcends attempts to capture why it moves us. We leave the reader with warm-blooded traces of energy, curiosity, liveliness, and quiet determination.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140261812","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Questioning progress in times of no future: an editorial introduction to the suite 在没有未来的时代质疑进步：套书编辑导言

IF 1 4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2024-01-25 DOI: 10.1093/jopedu/qhad084

Paul Standish

引用次数: 0

Non-cognitive religious influence and initiation in Tillson’s ‘Children, Religion and the Ethics of Influence’ 蒂尔森的《儿童、宗教和影响伦理》中的非认知宗教影响和启蒙教育

IF 1 4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2024-01-24 DOI: 10.1093/jopedu/qhae008

Ruth J. Wareham

引用次数: 0