Educational Philosophy and Theory
Series Editor: Michael A. Peters
The EPAT Editor’s Choice series comprises innovative and influential articles drawn from the Educational Philosophy and Theory journal archives, spanning 46 volumes, from 1969. Each volume represents a selection of important articles that respond to and focus on a particular theme, celebrating and emphasizing the heritage and history of the work, as well as the cutting edge contemporary contributions available. The series will create a rich vertical collection across five decades of seminal scholarship, contextualizing and elevating specific themes, scholars and their work. The EPAT Editor, Michael A. Peters, introduces each volume, the theme, and the work selected within that volume.
This first volume focuses on a collection of texts from the latter twenty years of Educational Philosophy and Theory, selected for their critical status as turning points or important awakenings in post-structural theory.
In the last twenty years, the applications of the postmodern and poststructuralist perspectives have become less mono-focused, less narrowly concerned with technical questions and also less interested in epistemology, and more interested in ethics.
This book covers questions of genealogy, ontology, the body and the institution, giving examples of theoretical applications of post-structural theory that testify to the generative and endlessly applicable potential of this work to different fields and avenues of thought.
While informed by Foucault’s thinking of the political subjugation of docile bodies to individuals as self-determining beings, the chapters in this book culminate in amalgamations of different schools of educational philosophy, which explore poststructuralist approaches to education.
Beyond the Philosophy of the Subject will be key reading for academics, researchers and postgraduate students in the fields of philosophy of education, philosophy, education, educational theory, post-structural theory, the policy and politics of education, and the pedagogy of education.
While traditionally identified as a practice-based endeavour, the many dimensions of teacher education raise important philosophical issues that emphasise the centrality of ethics to questions of relationality and professional practice.
This second volume of the Educational Philosophy and Theory reader series demonstrates the continuing relevance of philosophical approaches to the field of teacher education.
The collection of texts focuses on a wide range of topics, including teacher education in a cross-cultural context, the notion of unsuccessful teaching, democratic teacher education, the reflective teacher, the ethics and politics of teacher identity, and subjectivity and performance in teaching.
Chapters also explore teacher education based on experiential learning as ‘experience’, demonstrating the continuing relevance of philosophical approaches to the field.
In Search of Subjectivities will interest academics, researchers and postgraduate students in the fields of philosophy of education, philosophy, education, educational theory, teacher education, experiential philosophy, ethics, policy and politics of education, and professional practice.