no. 07_april 2020
provincializing ‘western education’
editorial
who decides? in whose name? for whose benefit? decoloniality and its discontents
provincializing ‘the west’ by essentializing ‘the east’?
echoes of ‘coloniality’ in the episteme of indian educational reforms
bodies and publics in two discourses
on the epistemic decolonization of ‘western’ education: reflections on the history of pedagogy
the provincialization of epistemology: knowledge and education in the age of the postcolony
decolonising discourses as symptoms of morbidity
the trouble of western education
the religion, globalisation and education triangle – provincialising the contemporary discourse
fundamental education and decolonization of the mind
no. 06_december 2019
exploring the relationship of money and education
editorial
learning to make money: 21st century EU education policy
the education promise and its disillusion: access barriers in early childhood institutions
strange bedfellows at the global education and skills forum: unions, politicians, multilaterals, and corporate philantropy
the case against (actually existing) higher education: human capital, educational signalling, and justice
money talks: the language of the corporate university
reply: the critical potential of learning about money: a response to donald gillies
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
Reply: Response to Kwok Kuen Tsang’s ‘Ideological Disempowerment of Teachers’
Reply to Nina Hood’s ‘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