Aims and scope
Education is a highly controversial issue that touches on and permeates almost all aspects of life in modern societies. on_education aims to stimulate public and academic debate on the theory and practice of education. As a freely accessible online journal, it provides a forum for the international research community, as well as for the broader public. By bringing together scholars, journalists, bloggers, politicians, and practitioners, on_education should help to advance the notion of building bridges that challenge established divisions and break up “echo chambers”. on_education offers a publicly visible and accessible discursive space in which representatives of divergent schools of thought, methodological approaches, and political perspectives, can engage in constructive debates on educational topics.
on_education publishes three issues a year. Each issue focuses on one topic of current interest and contains a minimum of five short essays or opinion pieces by invited contributors. An editorial provides an overview of the issue and an introduction to the debate in question.
To facilitate the discussion, readers will be able to participate by commenting on the contributions. The editorial team reserves the right to reject comments. Please make sure to follow editorial policies and formatting guidelines.
Anders is assistant professor of the philosophy of education at the Vrije Universiteit Amsterdam. His main research interests lie in the fields of philosophy of education and ethical theory. He is currently leading a major research project on the role of “wonder” in education. Among his passions and favourite pastimes are rock climbing (with his wife), running (with his father), and scouring Dutch beaches for Pleistocene fossils (alone).
Anne is professor of education at Kassel University. She holds an M.A. in education and a PhD in history on the subject of university reforms in West Germany in the 1960s and 1970s. Her work focuses on Modern Europe and North America, and integrates history with the theory of education. Her work includes, among other things, the profound transformation of educational policy in the western states during the Cold War and the disciplinary history of educational science – especially during the Nazi era. Anne is also interested in the epistemological gains of techno-feminist perspectives and science and technology studies for historical education research. In addition, she is a passionate mountaineer, climber and biker.
Christian is Professor of Social Work with a focus on child and youth welfare at HSAP Berlin and guest researcher at Humboldt University Berlin. Christian has a professional background in youth and community work. His research interests cover the field of comparative, international and intercultural education as well as social work and education policy studies. He holds a PhD in education from TU Dortmund University and is currently writing on the implementation of new management tools in local education governance.
Johannes is professor of philosophy of education and educational theory at TU Dortmund and guest professor at the Free University of Amsterdam. His research interests include philosophy of education/educational theory, philosophy of childhood, and political and moral philosophy. He is currently writing a book on education and toleration. Apart from this, he is a passionate father of two little children, and enjoys reading and travelling the globe.
Michael is professor of philosophy of education at the University of Amsterdam. His comparative research interests cover a wide variety of topics, each of them broadly related to the theme of educational justice. In his free time, he enjoys city exploration and rural hiking in equal measure.
Moritz is a researcher and lecturer at the TU Dortmund University in Germany. His current research investigates educational governance reform, assessment policy and practice, in particular the enactment of school inspection procedures.
Nina is a professor of education and upbringing in childhood at the Institute for Social Pedagogy, Adult Education and Pedagogy in Early Childhood at TU Dortmund university. Her main fields of interest are early childhood education and care, educational inequalities and educational justice, as well as educational governance and funding. Her current research projects focus on the extent of segregation in daycare and its consequences for children’s development, as well as its embeddedness in market structures and social theory more generally.
Simona is a deputy professor of intercultural and comparative education at Helmut Schmidt University in Hamburg. Previosuly, she was senior researcher at the Leibniz Institute for Educational Media - Georg-Eckert-Institute in Braunschweig (Germany). She completed her PhD in Sociology at the University of Essex (UK). Her research is broadly concerned with Europeanization, global cultural change, diversity and post-socialist transformation in education from a comparative perspective. Simona's current work focuses on solidarity and global citizenship education across different school forms that are embedded in inter-/trans-nationalizing structures. She is passionate about photography, film, and rock(s) and a proud mother of two.
Douglas is a research fellow in philosophy of education and educational theory at the Technische Universität Dortmund. His research interests include educational ethics, moral and democratic education, teacher education and the history of educational thought. He is currently working on a book that develops a comprehensive approach to transformative education. He is also an enthusiastic bread baker, hiker and father.
Barbara Hof is a postdoctoral researcher at the University of Lausanne. Her research, teaching, and publications combine approaches from histories of science, technology, media and education. She is currently investigating how the computer changed physical research and is also preparing a book that shows how high levels of government funding of the nuclear technosciences during the Cold War changed the demand for knowledge and how access to this knowledge became a powerful tool in national politics and international relations.
Gnebora is a Doctorate holder in the History of Education on the theme of reducing inequalities in primary education in the Far North of Cameroon between 1918 and 2000. He teaches history at the University of Douala in Cameroon. His main research interests include educational policies, training, the knowledge circulation, relationships to school and social, political and economic transformations. He is currently writing a book on school cinematography. He enjoys reading and is a father.
Cristina Alarcón López
Cristina is a postdoc researcher and lecturer at the Department of Education of the University of Vienna. She holds an M.A. in Social Sciences of the Latin American Faculty of Social Science (FLACSO), Argentina and a PhD in education from Humboldt-Universität zu Berlin. She is interested in education policy, transfer, and reform from a global, comparative and historical perspective. She explores how certain ideas, technologies, and agendas travel, are assembled, and resisted in different contexts. Her research focuses currently on college admission testing during the Cold War, privatisation, and right-wing policies, as well as social movements in Latin America. She has a growing interest in politics and transmission of memory on dictatorships and genocide. She is passionate about music, travel and writing novels.
Collaborators & Friends
Michael is director of the Centre for Education and Digital Transformation at the Zurich University of Teacher Education, Switzerland. After finishing his PhD in the history of education, he first worked as a senior lecturer at the Department of Vocational Education and Training in Zurich and then became head of the Education and Work Research Unit, University of Zurich.
Jasmin is a researcher in the field of history of education at Kassel University, where she is also working on her PhD. Before, she worked as a high school teacher for both English and French. Her research focuses on the genesis of the Neo-Humanist concept of education from a feminist point of view, and, in a broader sense, on how educational science creates and tells its disciplinary history. Among other things, she is passionate about linguistics and language acquisition, Gothic fiction and the French cuisine.
Caroline is a student assistant at the TU Dortmund. She is doing her Masters degree in mathematics, psychology and educational sciences and is currently writing her thesis about antimuslim racism in schools.
Adam Swift, University College London, UK
Alexander W. Wiseman, Texas Tech University, USA
Ailei Xie, Guangzhou University, China
Anca Gheaus, Pompeu Fabra University, Spain
Andrew Davis, Durham University, UK
Andy Xuesong Gao, University of New South Wales, Australia
Angela Janssen, Eberhard Karls University of Tübingen, Germany
Axel Honneth, Columbia University, USA
Bruce Maxwell, Université du Québec à Trois-Rivières, Canada
Carolyne Ali-Khan, University of North Florida, USA
Christian Imdorf, Norwegian University of Science and Technology, Norway
Christiane Thompson, Goethe University Frankfurt, Germany
Christopher Lubienski, Indiana University, USA
David Aldridge, Brunel University London, UK
David Gough, University College London, UK
Doret de Ruyter, Vrije Universiteit Amsterdam, Netherlands
Eamonn Callan, Stanford University, USA
Eckhardt Fuchs, Georg Eckert Institute, Germany
Edward Vickers, Kyushu University, Japan
Eliana Gallardo Echenique, Universidad Peruana Cayetano Heredia, Peru
Eva Lloyd, University of East London, UK
Ewald Terhart, University of Münster, Germany
Futao Huang, Hiroshima University, Japan
Gert Biesta, Brunel University London, UK
Gertrud Nunner-Winkler, Ludwig-Maximilians-University of Munich, Germany
Gili Drori, Hebrew University of Jerusalem, Israel
Gina Schouten, Harvard University, USA
Gottfried Schweiger, University of Salzburg, Austria
Harry Brighouse, University of Wisconsin-Madison, USA
Harvey Siegel, University of Miami, USA
He Li, Renmin University, China
Heinz Sünker, University of Wuppertal, Germany
Heinz-Elmar Tenorth, Humboldt-University, Germany
Helen Gunter, University of Manchester, UK
Henrik Zachrisson, University of Oslo, Norway
Iveta Silova, Arizona State University, USA
James Conroy, University of Glasgow, UK
James Underwood, University of Northampton, UK
Jan Masschelein, Katholieke Universiteit Leuven, Belgium
Jennifer Morton, The City College of New York, USA
Johanna Mierendorff, University of Halle-Wittenberg, Germany
Johannes Giesinger, University of Zurich, Switzerland
John White, University College London, UK
Joshua Forstenzer, University of Sheffield, UK
Judith Kafka, Baruch College, USA
Judith Suissa, University College London, UK
Julian Culp, Goethe University Frankfurt, Germany
Justin Powell, University of Luxembourg, Luxembourg
Karin Amos, Eberhard Karls University of Tübingen, Germany
Katarina Gustafson, Uppsala University, Sweden
Kevin McDonough, McGill University, Canada
Kirsten Meyer, Humboldt-University, Germany
Krassimir Stojanov, Catholic University of Eichstätt-Ingolstadt, Germany
Kristján Kristjánsson, University of Birmingham, UK
Lukas Graf, Hertie School of Governance, Germany
Maarten Simons, Katholieke Universiteit Leuven, Belgium
Marcelo Caruso, Humboldt-University, Germany
Marcelo Parreira Do Amaral, University of Münster, Germany
Markus Rieger-Ladich, Eberhard Karls University of Tübingen, Germany
Matthew Decoursey, Education University of Hong Kong, Hong Kong
Michael Hand, University of Birmingham, UK
Michael Merry, University of Amsterdam, Netherlands
Michael Peters, University of Waikato, New Zealand
Michelle Mingyue Gu, The Chinese University of Hong Kong, Hong Kong
Monika Betzler, Ludwig-Maximilians-University of Munich, Germany
Naomi Hodgson, Liverpool Hope University, UK
Nelleke Bakker, University of Groningen, Netherlands
Nicole Balzer, University of Münster, Germany
Nicole Vidal, University of Education, Freiburg, Germany
Niraja Gopal Jayal, Jawaharlal Nehru University, India
Norbert Ricken, Ruhr University Bochum, Germany
Patricia White, University College London, UK
Peidong Yang, National Institute of Education, Nanyang Technological University, Singapore
Peter Moss, University College London, UK
Philipp Gonon, University of Zurich, Switzerland
Rebecca Rogers, University Paris-Descartes, France
Rita Casale, University of Wuppertal, Germany
Roland Reichenbach, University of Zurich, Switzerland
Rolf Strietholt, Technical University of Dortmund, Germany
Romuald Normand, University of Strasbourg, France
Sabine Reh, Humboldt-University, Germany
Samira Idelcadi, Ministry of Education, Morroco
Sandra Hupka, University of Berne, Switzerland
Sigal Ben-Porath, University of Pennsylvania, USA
Stefaan Cuypers, Katholieke Universiteit Leuven, Belgium
Stefan Ramaekers, Katholieke Universiteit Leuven, Belgium
Stephen Ball, University College London, UK
Stijn Sieckelinck, Vrije Universiteit Amsterdam, Netherlands
Thabo Msibi, University of Kwazulu-Natal, South Africa
V. Darleen Opfer, RAND Education, USA
Yuwei Xu, University of Portsmouth, UK
Yuzo Hirose, Kyoto University, Japan
Zoe Clark, University of Hamburg, Germany