Wayne Au, Professor in the School of Educational Studies at the University of Washington-Bothell, joins us this episode to discuss the tensions present in the practice of multicultural and social justice education in the contemporary moment. Wayne’s scholarship and activism engages issues of critical education theory, race and class in schooling, and related educational policies, such as those policies that give rise to high-stakes testing and impact school curriculum. Wayne is an editor of the leading social justice publication Rethinking Schools and has authored or edited countless books and articles, including several that we discuss in this episode. Follow Wayne on Twitter @profwayneau.Links to select works discussed:A Pedagogy of Insurgency: Teaching and Organizing for Radical Racial Justice in Our Schools (2021) in Educational Studieshttps://doi.org/10.1080/00131946.2021.1878181A Marxist Education: Learning to Change the World (2018, Haymarket Books)https://www.haymarketbooks.org/books/1153-a-marxist-educationWhen Multicultural Education Is Not Enough (2017) in Multicultural Perspectiveshttps://doi.org/10.1080/15210960.2017.1331741Teaching Under the New Taylorism: High‐Stakes Testing and the Standardization of the 21st Century Curriculum (2011) in Journal of Curriculum Studieshttps://doi.org/10.1080/00220272.2010.521261Unequal by Design: High-Stakes Testing and the Standardization of Inequality (2009, Routledge)https://www.routledge.com/Unequal-By-Design-High-Stakes-Testing-and-the-Standardization-of-Inequality/Au-Au/p/book/9780415990714

Recognized internationally as a preeminent philosopher of education, Michael A. Peters’ contributions to the field are extensive, including over a hundred published books and more than several hundred articles or chapters. In addition to his current roles as Distinguished Professor in the Faculty of Education at Beijing Normal University, Professor Emeritus at University of Illinois Urbana-Champaign, and Honorary Senior Research Fellow at University of Auckland, he is also Editor-in-Chief for Educational Philosophy and Theory and Co-Editor-in-Chief for Beijing International Review of Education. Michael joins us this episode to discuss the influence of Wittgenstein and Foucault on his work as well as recent research that examines knowledge socialism, post-truth, conspiracy, and avenues for peer production.Visit Michael’s website at www.michaeladrianpeters.com and find links to selected recent works below.Pandemic Education and Viral Politics(2021, Routledge, with Tina Besley)https://www.routledge.com/Pandemic-Education-and-Viral-Politics/Peters-Besley/p/book/9780367635404 The Far-Right, Education and Violence: An Educational Philosophy and Theory Reader Volume IX (2021, Routledge, with Tina Besley)https://www.routledge.com/The-Far-Right-Education-and-Violence-An-Educational-Philosophy-and-Theory/Peters-Besley/p/book/9780367562014 Knowledge SocialismThe Rise of Peer Production: Collegiality, Collaboration, and Collective Intelligence(2020, Springer, with Tina Besley, Petar Jandrić, and Xudong Zhu)https://link.springer.com/book/10.1007/978-981-13-8126-3 Wittgenstein, Education and the Problem of Rationality(2020, Springer)https://link.springer.com/book/10.1007/978-981-15-9972-9 

Jairus Grove joins us this episode to discuss his book, Savage Ecology: War and Geopolitics at the End of the World. A radical departure from mainstream international relations, the book examines geopolitics through ecological theory while also contemplating on our current condition. Currently the Director of the Hawai‘i Research Center for Futures Studies and Associate Professor of Political Science at the University of Hawai‘i at Mānoa, Jairus chats with us about philosophy, political violence, creativity and care, affirmation of difference, and the role of the university. Links to Jairus Grove’s work:Savage Ecology: War and Geopolitics at the End of the World (2019), Duke University Presshttps://www.dukeupress.edu/savage-ecology Bringing the world back in: Revolutions and relations before and after the quantum event (2020) in Security Dialoguehttps://doi.org/10.1177/0967010620940113 From geopolitics to geotechnics: global futures in the shadow of automation, cunning machines, and human speciation (2020) in International Relationshttps://doi.org/10.1177/0047117820948582 

This episode has been in the CI vault for a while and we are excited to share it with everyone at this time. David Kupferman, Assistant Professor of Social Foundations of Learning at Minnesota State University Moorhead, joins us on this episode to chat about educational futures, science fiction, and neoliberalism. Stay tuned for the first volume of a special issue, Educational Futures, edited by David for Policy Futures in Education, coming out this fall.Links to David’s work:I, Robot Teacher (2020) in Educational Philosophy and Theoryhttps://www.tandfonline.com/doi/full/10.1080/00131857.2020.1793534(Nothing But) Futures (2020) in ACCESShttps://pesaagora.com/access/nothing-but-futures/Educational Futures and Postdigital Science (2021) in Postdigital Science and Educationhttps://link.springer.com/article/10.1007/s42438-021-00236-6

For this episode, we chat with Peter Hershock, Director of the Asian Studies Development Program (ASDP) and Education Specialist at the East-West Center in Honolulu, Hawai‘i. Trained in Asian and comparative philosophy, his research and writing draw on Buddhist conceptual resources to reflect on and address contemporary issues of global concern. He has authored or edited more than a dozen books, including a new book that we will be discussing today: Buddhism and Intelligent Technology: Toward a More Humane Future (2021), out now on Bloomsbury Publishing.Link to Buddhism and Intelligent Technology: Toward a More Humane Future (2021)https://www.bloomsbury.com/us/buddhism-and-intelligent-technology-9781350182288/

Georgina Stewart, Associate Professor in Te Kura Mātauranga School of Education at Auckland University of Technology, joins us to discuss language, indigenous knowledges, and philosophy of education. We first revisit Georgina’s 2017 article, “What does ‘indigenous’ mean, for me?”; with over 70,000 views, it is one of the most read articles in Educational Philosophy and Theory. We then discuss Georgina’s work on Maori philosophy, hybridity, and typologies. Georgina’s latest book, Maori Philosophy: Indigenous Thinking from Aotearoa, is out now on Bloomsbury Publishing.Links to Georgina’s work discussed:Maori Philosophy: Indigenous Thinking from Aotearoa https://www.bloomsbury.com/us/maori-philosophy-9781350101654“What does ‘indigenous’ mean, for me?”https://www.tandfonline.com/doi/full/10.1080/00131857.2017.1302050“From both sides of the indigenous-settler hyphen in Aotearoa New Zealand”https://www.tandfonline.com/doi/full/10.1080/00131857.2016.1204904“A Typology of Pākehā Whiteness in Education”https://www.tandfonline.com/doi/full/10.1080/10714413.2020.1773177

Liz Jackson, Professor in the Department of International Education at the Education University of Hong Kong, joins us this episode to discuss working as a philosopher of education during our current moment. Liz has published over 100 works including three recent books, Contesting Education and Identity in Hong Kong (2021), Beyond Virtue: The Politics of Educating Emotions (2020), and Questioning Allegiance: Resituating Civic Education (2019) which received the American Educational Studies Association’s Critic’s Choice Book Award in 2020. Additionally, Liz is the immediate past President of the Philosophy of Education Society of Australasia.Links to Liz’s work:Questioning Allegiance: Resituating Civic Education https://www.routledge.com/Questioning-Allegiance-Resituating-Civic-Education/Jackson/p/book/9781138351110Beyond Virtue: The Politics of Educating Emotionshttps://www.cambridge.org/core/books/beyond-virtue/023FE0DC80C1D2275B20A5907FC99E30Contesting Education and Identity in Hong Konghttps://www.routledge.com/Contesting-Education-and-Identity-in-Hong-Kong/Jackson/p/book/9780367672829

An internationally renowned writer and cultural critic, Henry Giroux currently holds the McMaster University Chair for Scholarship in the Public Interest in the English and Cultural Studies Department and is the Paulo Freire Distinguished Scholar in Critical Pedagogy. He has authored or co-authored over 67 books, written several hundred scholarly articles, delivered more than 250 public lectures, been a regular contributor to print, television, and radio news media outlets, and is one of the most cited Canadian academics working in any area of Humanities research. His latest book is Race, Politics, and Pandemic Pedagogy: Education in a Time of Crisis out on Bloomsbury Publishing. Visit his website at https://www.henryagiroux.com/ and check out the link to Race, Politics, and Pandemic Pedagogy below:Race, Politics, and Pandemic Pedagogy: Education in a Time of Crisis (2021). Bloomsbury Publishing https://www.bloomsbury.com/us/race-politics-and-pandemic-pedagogy-9781350184442/ 

Tyson E. Lewis is a professor of art education in the College of Visual Arts and Design at the University of North Texas. His research interests include educational philosophy, critical theory, phenomenological research methods, and aesthetics. He is the author of Education Out of Bounds: Rethinking Imagination in a Posthuman Age (2010), The Aesthetics of Education: Theatre, Curiosity, and Politics in the Work of Jacques Rancière and Paulo Freire (2012), On Study: Giorgio Agamben and Educational Potentiality (2013), Inoperative Learning: A Radical Rewriting of Educational Potentialities (2017), and Walter Benjamin’s Anti-Fascist Education: From Riddles to Radio (2020). Links to Tyson’s Work:Studio-D Project. https://onstead.cvad.unt.edu/studio-d Lewis T. and Kraehe, A. (2020). Rise: Emergent Strategies for Reclaiming Joy and Agency Against Neofascist and White Supremacist Assaultive Speech. Journal of Cultural Research in Art Education. Volume 37. https://jcrae.art.arizona.edu/index.php/jcrae/article/view/161 Lewis, T. (2020). Walter Benjamin’s Anti-Fascist Education: From Riddles to Radio. New York: SUNY Press. http://www.sunypress.edu/p-6842-walter-benjamins-antifascist-ed.aspx Lewis, T. (2017). Inoperative Learning: A Radical Rewriting of Educational Potentialities. New York: Routledge. https://www.routledge.com/Inoperative-Learning-A-Radical-Rewriting-of-Educational-Potentialities/Lewis/p/book/9780367363260Lewis T. and Valk, S. (2020). Educational realism: Defining Exopedagogy as the Choreography of Swarm Intelligence. Educational Philosophy and Theory. https://www.tandfonline.com/doi/full/10.1080/00131857.2020.1803831 

Alder Keleman Saxena, an Assistant Research Professor in the Anthropology department at Northern Arizona University, joins us for this episode to discuss Feral Atlas: The More than Human Anthropocene, an interactive and interdisciplinary digital research project edited by Anna L. Tsing, Jennifer Deger, Alder Keleman Saxena, and Feifei Zhou. An environmental anthropologist whose research examines agricultural diversity and human social relationships, especially via food cultures, her work also explores human ecologies and the social and material implications. We chat about Feral Atlas, the Anthropocene, pedagogy, and finding different ways to reconfigure research and conceptual habits that may be insufficient to adequately address the challenges of the Anthropocene.Be sure to visit Feral Atlas! www.feralatlas.orgInterested in the topics discussed in this episode such as long-term ethnography and creative collaborations? Check out Jennifer Deger’s recent book, Phone & Spear: A Yuta Anthropology, available via MIT Press. https://mitpress.mit.edu/books/phone-spear