no. 05_september 2019
teachers – being in control or being controlled?
editorial
teacher (in)discretion in international schools
teacher agency and the digital: empowerment or control?
quality education and professional teachers
control of teachers under conditions of low-stakes accountability
ideological disempowerment of teachers
manifestations of autonomy and control in a devolved schooling system: the case of New Zealand
no. 04_april 2019
education in the anthropocene
editorial
education in the anthropocene: a pragmatic approach
interpreting the idea of the anthropocene, and its relevance to education
why solving intergenerational injustice through education does not work
the anthropocene: becoming-imperceptible of (environmental) education
effective sustainability education is political education
changing teaching and teacher education in the ‘anthropocene’
reply: anthropocentrism, education and the (post-)anthropocene
reply: education and politics: a reply to Su and Su
reply: playing the long game: rethinking education for sustainability: a reply to Su and Su and Niebert
no. 03_december 2018
academic lives
editorial
the more, the better: academics between organizational demands for internationalization and standards of the scientific community
academic lives lived outside
the shifting rhythms of academic work
reflecting on the meaning of academic life
reconstructing the academic profession
academia beyond excellence
lost and found among the aboriginal people of arnhem land, australia
cultivating connectedness and generosity in universities: a view of early career academic experiences in aotearoa, new zealand
reply: towards “collectively rethinking ourselves”: a response to eric lybeck
no. 02_september 2018
“human, all too human?” transhumanism, posthumanism and the “end of education”
editorial
posthumanism: a navigation aid for educators
posthumanism and the ends of education
working with/in/against more-than-human environmental sustainability education
in praise of human dignity: the humanities in the age of big data
we do not like it: a likert-type scale survey on the attitudes of a young population towards the transhumanistic theory of education
postgenomic science, big data, and biosocial education
reply: posthumanism = posteducation: a reply to siân bayne
reply: three arguments why post- and transhumanism need to be viewed from a long-term historical perspective: a commentary on issue no. 2
no. 01_march 2018