This essay works to bridge conversations in philosophy of education with decolonial theory. The author considers Margonis’ (1999, 2011a, b) use of Rousseau (1979) and Heidegger (1962) in developing an ontological attitude that counters social hierarchies and promotes anti-colonial relations. While affirming this effort, the essay outlines a coloniality of being at work in Rousseau and Heidegger through thier reliance on the colonial conceptualization of African Americans and Native Americans as savage and primitive. The essay turns to decolonial theory and the work of Maldenado-Torres (Cult Stud 21(2–3):240–270, 2007, 2009) to highlight how a decolonial attitude complicates, yet enriches Margonis’ philosophical framework.

Disrupting the Coloniality of Being: Toward De-Colonial Ontologies in Philosophy of Education.

In contrast to educational policies in the U.S., which assume an individualistic path of success and promote the assimilation of students, this essay argues for pedagogies where teachers focus upon facilitating the development of strong relationships en route to creating exciting educational environments and fertile contexts for social justice movements. Powerful teachers model the process whereby a commitment to appreciating the perspectives of individual students is combined with the orchestration of a dynamic intersubjective context, because such contexts call out the strongest performances of individuals. Viewing educational events in terms of the patterns and rhythms that transpire in a particular social fields allows educators ways to create powerful educational environments even in neocolonial contexts that pit students and teachers against one another. Viewing educational events as social fields also allows us to understand how the common classroom, which focuses each student on the material in front of them, creates impotent individuals who dissociate themselves from others.

In Pursuit of Respectful Teaching and Intellectually-Dynamic Social Fields

Reflecting upon Simone Weil’s conception of beauty as food, this essay proposes musical hunger as a metaphoric way of understanding a particular species of “cultural miseducation” as conceived by Jane Roland Martin, that disadvantages children musically and perhaps therefore also spiritually. It examines such musical miseducation with regard to an ethical conception of educational achievement as children’s growing capacities and responsibility for learning to love, survive, and thrive despite their troubles, especially their mothers’ absence, before narrating at length an educational autobiography of musical hunger and posing questions about formal and informal secular educative possibilities for musical nourishment.

Musical Hunger: A Philosophical Testimonial of Miseducation

Sexuality education is widely considered a pivotal component for HIV prevention responses for young people and a vehicle for youth empowerment in relation to their sexual identities and behaviours. However, there has been a lack of meaningful engagement between public health discourses and educational theories, and this gap has allowed the educational claims of empowerment discourses to go unquestioned. This conceptual paper, grounded in the South African context, provides a close reading of public health formulations of empowerment discourse through three broad theoretical framings of power and agency and their educational claims: liberal, neo-Marxist and post-structural. This theoretical thinking is applied to educational practice in the South African context in order to encourage discussion about how the promise of education requires making explicit underlying notions of power and agency. It is argued that this educational reading is critical for better responding to the diverse needs of young ...

Teaching empowerment? Power and agency in sexuality education discourses in the context of HIV prevention programmes in South Africa

The chapter examines a phrase that is used frequently in educational research, especially in relation to marginalized groups: “ways of knowing.” It is often unclear what is meant by this phrase and why it is used when more precise phrases such as “forms of knowledge” or “ways of learning” are available. Ruitenberg analyzes what “ways of knowing” might refer to in the case of propositional knowledge, procedural knowledge, and knowledge by acquaintance, respectively. Possible interpretations of “ways of knowing” expand when other languages are taken into account in which more than one word for “knowing” exists (e.g., savoir and connaitre in French or wissen and kennen in German). In addition, the persistence of the phrase “ways of knowing” leads the author to consider the possibility that the phrase claims epistemic authority as well as recognition for broader ontological or metaphysical assumptions or worldviews. In other words, the phrase “ways of knowing” often functions as metonymy or other trope.

Epistemology as Trope: Uses and Effects of Claims About “Ways of Knowing”

Philosophy of Education 2007.

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Philosophy of Education 2007.