no. 12_december 2021
taming technology
editorial: taming technology
synthetic governance: on the impossibility of taming artificial intelligence in education
rewilding technology
taming algorithms
harnessing technology for cultural transformation: a case study from South Africa
taming educators’ tech beliefs
how the ‘taming’ of private education in China is impacting AI
education as loosely coupled system of technology and pedagogy
fictional expectations and the constant taming of a spreading technology
no. 11_september 2021
segregation
editorial: segregation
segregation from a normative perspective
is faith in school integration bad faith?
segregation, caste and cash: segrenomics in Detroit
from catchment areas to parental choice: education policy reforms and their effects on school segregation
ethnic segregation and inter-ethnic relationships in Hungarian schools
segregation, inequalities and discrimination
the continuity of adhocracy: formal practices of segregated schooling of immigrant students as a mirror for German migration politics
the special school as ‘natural habitat’? on the persistence of segregated education of students with intellectual disabilities
private schools as drivers of social segregation: why private schools should be regulated
no. 10_april 2021
frontiers of solidarity
editorial: frontiers of solidarity
expanded education and global integration: solidarity and conflict
post-humanitarianism: the lifestyle solidarity of the 21st century
building solidarities through public education: national, multicultural and cosmopolitan?
the solidum in solidarity
the empty demand for solidarity
towards a praxis of educational solidarity
can solidarity be taught?
neoliberal meritocracy: how ‘widening participation’ to universities in england reinforces class divisions
explaining solidarity through metaphors: two examples from a romanian textbook
who has shown solidarity with whom in the EU during the COVID-19 pandemic in 2020? lessons for teaching solidarity to students
no. 09_december 2020
the fatigue of critique?
editorial: the fatigue of critique?
drawing distinctions: what is post-critical pedagogy?
resonance and education
post-critique, politics, and the political in educational philosophy
pedagogy of description. projective reading and the ethics of interpretation
earth-bound study as a post-critical response to the corona-crisis
‘post-critiquiness’ as nonviolent thing-centredness
beyond ambiguity and ambivalence: rethinking the tools of critique
caring critique. exploring pedagogical spheres between critical and post-critical approaches
critique in the age of trump
philophobia: from post-critical to neo-critical pedagogy through art critique (and a pinch of hate)
when a teacher’s love for the world gets rejected. a post-critical invitation to become an edifying educator
adding interest to educational practices. propositions for a post-critical pedagogy
reply: notes on post-critique
reply: the alleged (de)politicization problem of post-critical pedagogy reconsidered
reply: undinge, coffee cup lids, and reinhabiting spaces: some notes on a register of a (post-)critical philosophical life
reply: against Latour – on the questionable foundations of post-critical pedagogy
no. 08_september 2020
vaccination!
editorial: vaccination!
learning for life: from compulsory vaccination to vaccination education in 19th and 20th century germany
the ethical obligation to vaccinate children and its policy implications
against misinformation
vaccination education subordinated to campaigning
vaccination hesitancy, knowledge and the role of confidence
vaccination decisions as a perpetual compulsory democratic programme for society and individuals
child day-care centres as supervisory authorities? the control of the measles vaccination in germany burdens the trust relationship between centres, parents and children
“to vaccinate or not to vaccinate my child?” what is at stake in vaccination repertoires?
no. 07_april 2020
provincializing ‘western education’
editorial: Provincializing ‘Western Education’
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: exploring the relationship of money and education
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: teachers – being in control or being controlled?
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
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
reply: transformation and participation – a reply to Niebert and Van Dijk
no. 03_december 2018
academic lives
editorial: academic lives
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: “human, all too human?” transhumanism, posthumanism and the “end of education”
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