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  1. Educational philosophy, ecology and the Anthropocene.Robert Stratford - 2017 - Educational Philosophy and Theory:1-4.
  • Educational philosophy, ecology and the Anthropocene.Robert Stratford - 2019 - Educational Philosophy and Theory 51 (2):149-152.
  • Navigating unfreedoms & re-imagining ethical counter-conducts: Caring about refugees & asylum seekers.Ravinder Sidhu - 2017 - Educational Philosophy and Theory 49 (3):294-305.
    This article uses Foucault’s concept of the care of the self to interrogate the accounts of ethical agency provided by professionals involved in the settlement of refugees, in a global and national context marked by fear of the stranger and the embrace of neoliberal political rationalities. An argument is made to ‘free the professional self’ by refusing an individualised, psychologised and dehistoricised approach in working with refugees and asylum seekers. In its place, a threefold ‘ethics of engagement’ for ‘international citizenship’ (...)
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  • The refugee camp as the biopolitical paradigm of the west.Michael A. Peters - 2017 - Educational Philosophy and Theory 50 (13):1165-1168.
  • The ‘crooked timber’ of humanitarianism.Michael A. Peters - 2019 - Educational Philosophy and Theory 51 (12):1179-1186.
  • Cosmopolitan dice recast.Marianna Papastephanou - 2017 - Educational Philosophy and Theory 49 (14):1338-1350.
    This article argues that hegemonic cosmopolitan narrativity fails to frame a complex cosmopolitan normativity. The hegemonic cosmopolitan narrative celebrates a mobile selfhood merely hospitable to the encountered, mobile diversity that comes ashore. A recent educational-theoretical ‘refugee-crisis’ initiative serves as an illustration of the normative shortcomings of the new cosmopolitanism. The implicit normativity of the dominant cosmopolitan narrativity is, I claim, politically too weak to cover the normative surplus of a more critical cosmo-politics. Cosmopolitanism should be recast to make higher ethico-political (...)
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