This collective paper on radicalization and violent extremism part of the 'Philosophy of education in a new key' initiative by "Educational Philosophy and Theory" brings together some of the leading contemporary scholars writing on the most pressing epistemological, ethical, political and educational issues facing post-9/11 scholarship…

Public intellectuals today must be understood in relation to the concept of 'viral modernity', characterised by viral and open media and technologies of post-truth that reveal the dramatic transformations of the 'public', its forms and its future possibilities. The history, status and role of the public intellectual are constituted by both the…

This article results from a collaborative investigation into Antipodean theory in education by members of the Editors' Collective (www.editorscollective.org.nz). The Prologue contains a brief personal account of the South Project (www.southernperspectives.net), as an example of the contemporary projects and activities falling under the banner of…

Dewey was perhaps the foremost theorist and advocate of participatory democracy as an ethical ideal based on a belief and faith in human experience as a general theory of education that would generate the requisite aims and methods for what he called "organized intelligence" and what we might call today "collective…

Michael W. Apple is the John Bascom Professor of Curriculum and Instruction and Educational Policy Studies in the Departments of Curriculum and Instruction (CI) and Educational Policy Studies (EPS) at the University of Wisconsin-Madison School of Education where he has taught since 1970. Michael Apple is one of the foremost educational theorists…

This article offers a broad philosophical and historical background to the dyad of social exclusion/inclusion by examining the analytics and politics of exclusion first by reference to Michel Foucault who studies the modern history of exclusion and makes it central to his approach in understanding the development of modern institutions of emerging…

This is a dialogue or conversation between Michael Baker (MB) and Michael A. Peters (MP) on the concept of modernity and its significance for educational theory. The dialogue took place originally as a conversation about a symposium on modernity held at the American Educational Studies Association meeting 2010. It was later developed for…

This is an experiment in conversation on the topic of "a post-occidental globe". It emerges from a moderated discussion group where members of a class--master's and PhD students--reflected upon a set of resources provided as part of a course in Global Studies in Education at the University of Illinois. The conversation threads were moderated and…

This article presents the author's critique on Paul G. Woodford's positions with regard to music education and the notion of liberal democracy. The author seeks to broaden the contextual/historical scholarship around John Dewey and makes it clear that liberalism is a contested concept, as is democracy. He calls for contemporary responses to…

The Philosophy of Education Society of Australasia (PESA) and the field of philosophy of education seemed like a natural junction in this author's life. They provided a means by which he could begin to think about the relations between education and his own experiences as a student and teacher, and philosophy. Peters has been editor of…