- Democratic citizenship education reimagined: implications for a renewed African philosophy of higher education
- Constructing a role ethics approach to engineering ethics education
- Teacher Talk in an Early Educator Blog: Building Culture Circles for Exploring Ethics
- Lessons on knowledge transmission from plato’s allegory of the cave: the influence of reason and companionship on transmissive and participatory pedagogies
- Confucian trustworthiness and communitarian education
- Playing it by ear: potential as an improvisatory practice
- Being universitas: community and being present in times of pandemic
- Indigenous, feminine and technologist relational philosophies in the time of machine learning
- Clocked by the pandemic! On gender and time in Rousseau’s Émile
- Educational relational networks: indigenous and feminist worlding. A response to Troy Richardson
- Retrotopian risks, constant translation, without noise reduction: a response to Jan Masschelein
- Pedagogies of place: conserving forms of place-based environmental education during a pandemic
- Editorial: pedagogical forms in times of pandemic
- Pedagogical form, study, and formless formation
- ‘Laughing ourselves out of the closet’: comedy as a queer pedagogical form
- Putting the pandemic on the table: what does this crisis reveal about the essence of education?
- Rejuvenating and regenerating on-campus education. Why particular forms of pedagogical life matter
- Creating authentic connectedness online through a shared experience of ‘not-knowing’
- By way of infancy, an exercise in translation
- Herbart with Rancière on the Educational Significance of the ‘Third Thing’ in Teaching
- Epistemic Injustice, Social Studies, and Moral Sensitivity
- Knowledge, Truth, and Education in Post-Normal Times
- Theorizing aesthetic injustice in democratic education: insights from Boal and Rancière