Marek Tesar

Michael Peters

Troubling the Changing Paradigms is the fourth volume in the Educational Philosophy and Theory: Editor’s Choice series and represents a collection of texts that were selected as representations of the philosophy and pedagogy of early years, childhood and early childhood education. The philosophy of the early years is complex, and this book demonstrates how this fascinating subject can be interlinked with both the philosophy and history of education as being instrumental in shaping the child subject, childhoods and children’s educational futures. This book demonstrates the application of philosophical and theoretical perspectives that provide us with global and local narratives and understandings of children as subjects, and their subjectivities. The philosophical traditions offer new spaces in which to think about alternative childhoods, and contribute to an important analysis in which philosophy has the capacity to shape children’s lives and education, and to elevate the multiplicity of discourses around very young children and their education and care. Through the texts in this volume, the authors aim to find creative philosophical forms that are capable of interrupting, if not disrupting, traditional and, in some settings, perhaps more conventional discourses about children and their childhoods. These philosophical forms present productive ways that allow fresh conceptions of what is all too often an assumed set of subjectivities and experiences about very young children. Troubling the Changing Paradigms will be key reading for academics, researchers and postgraduate students in the fields of philosophy of education, philosophy, education, educational theory, post-structural theory, the policy and politics of education, and the pedagogy of education.

An Educational Philosophy and Theory Early Childhood Reader, Volume IV

Troubling the Changing Paradigms

Michael A. Peters

While traditionally identified as a practice-based endeavour, the many dimensions of teacher education raise important philosophical issues that emphasise the centrality of ethics to questions of relationality and professional practice. This book focuses on a wide range of topics, including teacher education in a cross-cultural context, the notion of unsuccessful teaching, democratic teacher education, the reflective teacher, the ethics and politics of teacher identity, and subjectivity and performance in teaching.

An Educational Philosophy and Theory Teacher Education Reader

In Search of Subjectivities

Mirka Koro-Ljungberg

Teija Löytönen

List of Illustrations - List of Contributors - Maggie MacLure: Foreword - Mirka Koro-Ljungberg/Teija Löytönen/Marek Tesar: Introduction: Multiplicities of Data Encounters - Iris Duhn: Performing Data - Pauliina Rautio/Anna Vladimirova: Befriending Snow: On Data as an Ontologically Significant Research Companion - Margaret Somerville: (Becoming-with) Water as Data - Bidisha Banerjee/Mindy Blaise: Data Provocations: Disappointing, Failing, Malfunctioning - Marek Tesar/Mirka Koro-Ljungberg/Teija Löytönen - In the Beginning, There Was a Hole - Leena Rouhiainen: Traces of Breath: An Experiment in Undoing Data Through Artistic Research - Norman K. Denzin: The Wonder of It All - Sonja Arndt: (Un)becoming Data Through Philosophical Thought Processes of Pasts, Presents and Futures - Jessica Van Cleave/Sarah Bridges-Rhoads: Writing Data - Angelo Benozzo/Mirka Koro-Ljungberg: [Data within (data]-bag) Diffracted - Teija Löytönen/Marek Tesar/Mirka Koro-Ljungberg: LiteratureHoles - Jasmine B. Ulmer: Writing 'Data' Across Space, Time, and Matter - Susan Naomi Nordstrom: Spectral Data Experiment n-1 - Anne Beate Reinertsen/Ann Merete Otterstad: Immanence and Our Live Data Apology - Annette Arlander: Data, Material, Remains - Casey Y. Myers: "Whatever We Make Depends": Doing-data/Data-doing with Young Children - Karen Malone: Grappling with Data - Elizabeth DeFreitas: New Empiricisms and the Moving Image: Rethinking Video Data in Education Research - Mirka Koro-Ljungberg/Teija Löytönen/Marek Tesar: Irruptions: DataHoles

Entanglements with the Post-Critical and Post-Anthropocentric

Disrupting Data in Qualitative Inquiry

Petar Jandric

Liz Jackson

Tina Besley

Sonja Arndt

Sean Sturm

This multi-authored collection covers the methodology and philosophy of collective writing. It is based on a series of articles written by the authors in Educational Philosophy and Theory, Open Review of Educational Research and Knowledge Cultures to explore the concept of collective writing. This tenth volume in the Editor's Choice series provides insights into the philosophy of academic writing and peer review, peer production, collective intelligence, knowledge socialism, openness, open science and intellectual commons. This collection represents the development of the philosophy, methodology and philosophy of collective writing developed in the last few years by members of the Editors’ Collective (EC), who also edit, review and contribute to Educational Philosophy and Theory (EPAT), as well as to PESA Agora, edited by Tina Besley, and Access, edited by Nina Hood, two PESA ‘journals’ recently developed by EC members. This book develops the philosophy, methodology and pedagogy of collective writing as a new mode of academic writing as an alternative to the normal academic article. The philosophy of collective writing draws on a new mode of academic publishing that emphasises the metaphysics of peer production and open review along with the main characteristics of openness, collaboration, co-creation and co-social innovation, peer review and collegiality that have become a praxis for the self-reflection emphasising the subjectivity of writing, sometimes called self-writing. This collection, under the EPAT series Editor’s Choice, draws on a group of members of the Editors’ Collective,who constitute a network of editors, reviewers and authors who established the organisation to further the aims of innovation in academic writing and publishing. It provides discussion and examples of the philosophy, methodology and pedagogy of collective writing. Split into three sections: Introduction, Openness and Projects, this volume offers an introduction to the philosophy and methodology of collective writing. It will be of interest to scholars in philosophy of education and those interested in the process of collective writing.

An Educational Philosophy and Theory Reader Volume X

The Methodology and Philosophy of Collective Writing

Nicola J. Yelland

Lacey Peters

Nikki Fairchild

Michelle S. Pérez

This Handbook explores the multidisciplinary field of childhood studies through a uniquely global lens. It focuses on enquiries and investigations into the everyday lives of young children in the age range of birth to 8 years of age, giving space to their voices and involving interrogations about the various aspect of their lives. This Handbook engages with the interdisciplinary field of childhood studies, education, cultural studies, ethnography, and philosophy, with contributions from scholars from across the globe who have focused their work on the complexities of childhoods in contemporary times. By considering a range of epistemologies, ontologies and perspectives to present the contemporary & systematic research on the topic from a wide range of academics and authors in the field, this Handbook provides a significant contribution to the international dialogue of Global Childhoods. Part 1: Global Childhoods Part 2: Researching Global Childhoods Part 3: Contemporary Childhoods Part 4: Pedagogies and Practice Part 5: Creating Communities for Global Children

The SAGE Handbook of Global Childhoods

Marking the fiftieth anniversary of the Educational Philosophy and Theory journal, this book brings together the work of over 200 international scholars, who seek to address the question: ‘What happened to postmodernism in educational theory after its alleged demise?’. Declarations of the death knell of postmodernism are now quite commonplace. Scholars in various disciples have suggested that, if anything, postmodernism is at an end and has been dead and buried for some time. An age dominated by playfulness, hybridity, relativism and the fragmentary self has given way to something else—as yet undefined. The lifecycle of postmodernism started with Derrida’s 1966 seminal paper ‘Structure, Sign and Play in the Discourse of the Human Sciences’; its peak years were 1973–1989; followed by uncertainty and reorientation in the 1990s; and the aftermath and beyond (McHale, 2015). What happened after 2001? This collection provides responses by over 200 scholars to this question who also focus on what comes after postmodernism in educational theory. This book was originally published as a special issue of the journal Educational Philosophy and Theory.

What Comes After Postmodernism in Educational Theory?

Marek Tesar

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