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Modern Individualism under the Test of Cosmopolitanism
Global citizenship education is an essential topic in an increasingly interconnected world. Indeed the need for inclusive and globally conscious education, embedded in cosmopolitanism, is recognised as a way to prepare individuals to navigate diverse cultures, address global challenges, and actively participate in a globalised world.

Being both scientific and political, these challenges require an interdisciplinary exploration of citizenship education, merging sociology, philosophy, as well as education and training sciences. To do this, Global Citizenship Education: Modern Individualism under the Test of Cosmopolitanism offers a framework that integrates Durkheim's holistic approach with critical republicanism.

The book is also rooted in the analysis of data collected through GlobalSense, a research project that focuses on preparing teachers to navigate the complexities of GCE within an international context. By presenting both a theoretical reflection and an analysis of an international training program within universities, this book can be of interest to academics, teacher trainers and (future) teachers themselves.
Living, Learning and Teaching with Radical Philosophy of Education
Making Sense of the World: Living, Learning and Teaching with Radical Philosophy of Education proposes that human knowledge arises from an integrated physical and metaphysical experience involving the continuing social acts of personal and community cultures and languages. It seeks to provide a means of thinking about and acting with the philosophical nature of human existence, so that the daily activities and achievements of all are respected and taken into account. Given the dominance of neoliberal politics and economics in many countries, it is unusual to find the work of educators and practitioners being framed generally by an explicit philosophy of knowledge.
Volume Editor:
Pedagogies of magic have their own cocooned metaphors waiting to hatch. In literature and the arts, magic ties its practitioners to systems of learning and methods of becoming. Enchanted Pedagogies, edited by Kari Adelaide Razdow, is a collection of essays by artists and writers who reflect on archetypes and tropes of enchantment, intertwining elements such as transformation, imagination, creativity, and empathy. These essays evoke shapeshifters, witches, ghosts, fools, fairies, hags, gnomes, selkies, and more, exploring multi-disciplinary artistic practices. Enchanted Pedagogies presents ways to expand, imagine, and circumvent modes of creativity and pedagogies through personal, theoretical, practice based, and hybrid explorations. The fantastic and poetic intertwine in a space of reflexive storytelling, renewing significant transformational elements of the arts and education. Contributors are: Jesse Bransford, Vanessa Chakour, Trinie Dalton, Lorenzo De Los Angeles, Thom Donovan, Laura Forsberg, Pam Grossman, Amy Hale, Elizabeth Insogna, Candice Ivy, Tiffany Jewell, Alessandro Keegan, Jac Lahav, Ruth Lingford, Maria Pinto, Kris N. Racaniello, Kari Adelaide Razdow, Alicia Smith, Janaka Stucky, Kay Turner, Meg Whiteford and Erin Yerby.
Volume Editors: and
This volume contributes to the advancement of comparative education in the world, more specifically in expanding understandings of the discourse of comparative education vis-à-vis educational transformation. Throughout the text, three critical elements that reflect comparative education as an open, inconclusive discourse come up: (1) There is sufficient pedagogical space for dissonance. It is always possible to compare one’s own authenticity with the epistemological position others hold dear and argue for. (2) The contributions in this book should not be read as absolute pieces of writing as that would undermine the flexible nature of education. It is important to point out that the opinions of the authors are temporary moments of attachment to persuasive claims. However, these claims are not cast in stone as new views continue to emerge from epistemological (re)positioning. (3) Our own reading of the book corroborates our interest in comparative education as a continuous discourse in the making. The contributions of scholars at the third symposium organized by WCCES provided a platform for them to pursue their knowledge interests. In addition, these interests have and will or ought never to be homogenous for that would be incommensurate with a defensible practice of comparative education.
Author:
Fictionalism confronts the dual epistemological nature of education. In this book, Johan Dahlbeck argues that all education, at bottom, concerns a striving for truth initiated through fictions. This foundational aporia is then interrogated and made sense of via Hans Vaihinger’s philosophy of ‘as if’ and Spinoza’s peculiar form of exemplarism. Using a variety of fictional examples, Dahlbeck investigates the different dimensions of educational fictionalism, from teacher exemplarism to the basic educational fictions necessary for getting started in education in the first place. Fictionalism will be a valuable resource for anyone interested in the philosophical foundations of education.
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The ISATT conference series represents an effort to compile international research and practices on Teacher Education. It draws upon a variety of educational approaches, procedures, and teaching contexts where the field takes form. The aims and scope of the ISATT book series is to promote and bring together the best papers presented at the Biennial conferences of the association. The ISATT’s main goal is to increase insights into the identity, role, contexts and work of teachers, and the process of teaching.
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The central argument in this book revolves around the significance of an African philosophy of higher education. Such a philosophy is geared towards cultivating democratic iterations, co-belonging, and critique within human encounters. Together, these actions can enhance intellectual activism within and beyond the encounters. A philosophy of higher education is constituted by a philosophical act of reflexivity according to which (how), freedom (both autonomous and communal), cosmopolitanism (learning to live with differences and otherness), and caring with others (ubuntu) can be rhythmically practised. What makes an African philosophy of higher education distinctive and realisable is that practices ought to be based on iterations, co-belonging, and critique. If intellectual activism were not to become a major act of resistance on the basis of which educational, political, and societal dystopias can be undermined, such a philosophy of higher education would not have a real purpose. An African philosophy of higher education is an intellectually activist endeavour because of its concern to be oppositional to constraints in and about higher education. In conversation with such an understanding of this philosophy, contributors to this volume offer responses to why human freedom, cosmopolitanism, and caring with others (ubuntu) can be rhythmically enacted.
Prompting this book is the paradox of belonging. What pushes the author to write are art’s questions. Rather than take the route of writing, artists in academia could opt for the studio, teaching students, and occasionally indulge in conferences and symposia. However, beyond such rituals, writing art’s questions remains akin to art’s acts of belonging. In these lessons of belonging this is done through art’s paradox. Belonging is a matter of art because art belongs to the aporia that writes it.
The discourse of decolonisation, though littered with unresolved contestation in the university as an institution of higher learning, has often been blamed on the impact of neoliberal globalisation philosophy. The volume focuses on unfinished project of decolonisation, with an aim on African knowledge and the historical question of canonicity by keeping the emancipative dialogue alive. The authors place great scrutiny on the quality of curriculum offered in universities arguing that a sound relevant curriculum, original to the continent, can save Africa’s citizenry from challenges bedevilling socio-economic development.

This book proposes a disruption and potential end to western hegemonic epistemologies that manifest the neoliberal geopolitical terrain in the form of cultural imperialism, epistemicide, and linguicide through a decolonial approach to the curriculum in African universities. It interrogates and challenges the neo-colonial entanglement in regional higher education policy processes coupled with the excessive dependence of regional stakeholders on western external actors for higher education policy and envisages a decolonial alternative future for the regionalisation of higher education in Africa. To this end, the book brings in a more philosophical and practical hermeneutic of knowledge production and dissemination that unyokes post-independence African universities from the bondage of erstwhile colonisers.