- Hospitality, asylum and education: around Emmanuel Levinas’s Talmudic readings
- ‘I see it as a privilege to get to know them’. Moral dimensions in teachers’ work with unaccompanied refugee students in Swedish upper secondary school
- Inflorescent dignity: a reconstructive interpretation of Martha Nussbaum’s conception of dignity and its implications for education
- Zero-compromise veganism
- This child: descriptive review in support of parental ethics
- A defence of parental compromise concerning veganism
- The pervasiveness of the rational-conceptual: an educational-philosophical perspective on nature, world and ‘sustainable development’
- Co-Creation in the Commonwealth: Understanding Right Relationship in Place
- Youth power—youth movements: myth, activism, and democracy
- ‘Landing on Earth:’ an educational project for the present. A response to Vanessa Andreotti
- Be the village: exploring the ethics of having children
- Education, anthropocentrism, and interspecies sustainability: confronting institutional anxieties in omnicidal times
- Psychoanalytic ecofeminist Dorothy Dinnerstein: theorizing the roots of rapacity
- Spiritual exercises in times of climate change
- White, Green futures
- Educating in and for uncertainty. climate science, human evolution and the legacy of Arne Naess as guidance for ecological practice
- Animal advocacy, fear and loathing in academia: a response to Helena Pedersen
- Got milk? from growing strong bones to nurturing idealized subjectivities
- The task of education as we confront the potential for social and ecological collapse
- Introduction: education, the environment and sustainability
- Introduction: exploring Cora Diamond’s significances for education and educators
- Olmmái-Stállu: deflection, decolonization, and silence in Sámi early childhood scholarship
- Understanding student mental health: difficulty, deflection and darkness
- The undercurrents of neoliberal ethics in science curricula: a critical appraisal
- The adventure of responsive teaching: lessons from Cora and Julie Diamond
- Teaching at the margin – Didaktik in the sphere of attention
- ‘Equipping students with an ethical compass.’ What does it mean, and what does it imply?
- Measuring the young child: on facts, figures and ideologies in early childhood
- Releasing education into the wild: an education in, and of, the outdoors
- Vegan parents and children: zero parental compromise
- The securitisation of values: early years leaders experiences of the implementation of the prevent strategy
- Digitisation, securitisation, and upbringing: interrelations and emerging questions
- Disruptive or deliberative democracy? A review of Biesta’s critique of deliberative models of democracy and democratic education
- Ecstatic parenting: the ‘shareveillant’ and archival subject and the production of the self in the digital age
- Bringing up the bio-datafied child: scientific and ethical controversies over computational biology in education
- Theories of justice underpinning equity in education for refugee and asylum-seeking youth in the U.S.: considering Rawls, Sandel, and Sen
- Why is ethics important in history education? A dialogue between the various ways of understanding the relationship between ethics and historical consciousness
- Anthropocentric tendencies in environmental education: a critical discourse analysis of nature-based learning