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Direct linkTesar, Marek; Hytten, Kathy; Hoskins, Te Kawehau; Rosiek, Jerry; Jackson, Alecia Y.; Hand, Michael; Roberts, Peter; Opiniano, Gina A.; Matapo, Jacoba; St. Pierre, Elizabeth Adams; Azada-Palacios, Rowena; Kuby, Candace R.; Jones, Alison; Mazzei, Lisa A.; Maruyama, Yasushi; O'Donnell, Aislinn; Dixon-Román, Ezekiel; Chengbing, Wang; Huang, Zhongjing; Chen, Lei; Peters, MichaelA.; Jackson, Liz – Educational Philosophy and Theory, 2022
What is the future of Philosophy of education? Or as many of scholars and thinkers in this final 'future-focused' collective piece from the philosophy of education in a new key Series put it, what are the futures--plural and multiple--of the intersections of 'philosophy' and 'education?' What is 'Philosophy'; and what is 'Education', and what role…
Descriptors: Educational Philosophy, Educational Theories, Educational Trends, Trend Analysis
Nakagawa, Yoshifumi; Payne, Phillip G. – Educational Philosophy and Theory, 2019
The always vexed relationships between philosophy, theory, methodology, empirical work and their representations and legitimations have been thrown into chaos with the belated acknowledgement of the Anthropocene. Unsurprisingly, traditional Western thought may have been complicit, given its underlying anthropocentric assumptions and humanist…
Descriptors: Educational Philosophy, Epistemology, Ecology, Educational Theories
Schultz, Callie Spencer – International Journal of Qualitative Studies in Education (QSE), 2017
In this paper, I enact an "inquiry among the ruins" of a collaborative feminist duoethnography. Through the process of exploring instances of failure, I aim to (re)think "collaborative" research, feminist goals for collaborative research, and a space for such research in the academy. As I work the ruins of a duoethnography, I…
Descriptors: Feminism, Ethnography, Educational Research, Cooperation
Schmidt, Patrick – Philosophy of Music Education Review, 2013
In the face of globalization, speed communication, and the mashing up of once clearly drawn borders, it seems both pertinent and constructive that music education philosophers make use of comparative frameworks to make sense--and make new sense--of educational and musical events, products, and interactions. However, comparison that is merely…
Descriptors: Music Education, Educational Philosophy, Cultural Pluralism, Comparative Analysis
Khoja-Moolji, Shenila – Feminist Teacher: A Journal of the Practices, Theories, and Scholarship of Feminist Teaching, 2014
Scholars of curriculum and teaching have undertaken critical analyses of the myriad ways in which curricula--taught, planned, lived, and/or hidden--and pedagogical practices (re)produce social norms and bring into effect particular kinds of subjects. This article presents an engagement with curriculum and pedagogy that foregrounds the…
Descriptors: Postmodernism, Teaching Methods, Gender Issues, Islam
Download full textYang, Shu Nu – Forum on Public Policy Online, 2013
As an educator, it is always interesting to learn and employ new and creative ways of thinking and methods in teaching. However, the application of these new ideas in our classrooms needs more examination for better ways of implementation. Since the postmodernist theory and approaches have been practiced in education in the past few decades, the…
Descriptors: Interdisciplinary Approach, Postmodernism, Creative Thinking, Teaching Methods
Garnet, Dustin – Teaching Artist Journal, 2012
The author has been an art educator at the largest urban high school in Toronto, Canada, for the past six years, and every year he attends his students' convocation. Traditionally convocation is held at the beginning of November, and those Grade 12 students who graduated the previous spring return to high school for a celebration and to receive…
Descriptors: Art Education, Educational Theories, Theory Practice Relationship, Postmodernism
Bentley, Judy K. C. – Scholar-Practitioner Quarterly, 2010
In the postmodern conceptual framework that informs this commentary, both teacher and student are seen as scholar-practitioners. To meet the scholar-practitioner's goal of connecting theory and practice, teaching and learning are considered to be necessary and inseparable acts. Teacher and student are mutually engaged as "bricoleurs"…
Descriptors: Postmodernism, Theory Practice Relationship, Teachers, Students
Tzuo, Pei Wen; Yang, Chien Hui; Wright, Susan Kay – Educational Research and Reviews, 2011
Reconceptualists and poststructuralists increasingly criticize child-centered pedagogy as being overly reliant on outmoded notions of (developmentally appropriate) practices. Reconceptualists believe that developmental theories should be critically examined cross culturally, whereas poststructuralists work from a social perspective to reconstruct…
Descriptors: Early Childhood Education, Student Centered Curriculum, Postmodernism, Theory Practice Relationship
Grimaldi, Emiliano – Journal of Education Policy, 2012
This essay contributes to the construction of a critically informed toolbox of diverse concepts for education policy analysis. Focusing on the context(s) of practice of the policy cycle, the article outlines an interpretative framework to grasp policy enactment across different localities, the influences bearing upon those enactments as well as…
Descriptors: Educational Policy, Policy Analysis, Policy Formation, Politics of Education
Grierson, Elizabeth M. – Journal of Aesthetic Education, 2010
This article addresses shifts in the pedagogical positioning of art theory and art practice through the decades of the 1980s, 1990s, and 2000s and considers how shifts to postdisciplinarity might inform practices in the art academy today. It considers legacies of modernity to disclose methodological and ideological scaffolds upon which studio art…
Descriptors: Studio Art, Art History, Educational History, Educational Change
Sampson, James P., Jr. – Career Development Quarterly, 2009
Postmodern approaches to career counseling are becoming increasingly popular. Part of the impetus for the postmodern view has involved perceived problems in the assumptions and application of the modern approach. Two points of view have emerged: (a) the modern and postmodern approaches are incompatible, and the postmodern approach is superior to…
Descriptors: Postmodernism, Career Counseling, Influence of Technology, Cognitive Structures
Lather, Patti – Educational Studies: Journal of the American Educational Studies Association, 2009
This article probes how philosophical structures are immanent in empirical work and how philosophy might be understood when it is within the precincts of science. My interest is in both opening philosophy to disruption by a science that knows itself as inside history and opening science to the costs of its inability to tolerate the necessary lack…
Descriptors: Social Sciences, Educational Philosophy, Philosophy, Ethnography
McArdle, Karen; Ackland, Aileen – Journal of Vocational Education and Training, 2007
Discussion of communities of practice in workplace learning is widespread. Here the authors seek to consider how we can make use of communities of practice theory in practical teaching in a formal undergraduate educational context. The concept of what the authors call the double shift is discussed; a shift from the workplace as community of…
Descriptors: Teaching Methods, Schools, Faculty Development, Building Design
Herrmann, Rebekka – Art Education, 2005
Issues of critical inquiry and social and environmental change have entered art education theory and are making their way into art classrooms. Unfortunately, rather than embracing how these ideas are carried out in the community of practicing artists and how they could be made relevant to students, many art teachers artificially force these ideas…
Descriptors: Teaching Methods, Theory Practice Relationship, Art Education, Postmodernism
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