Professor of Education & Director of Research (0.8)
Department of Education, Brunel University London, UK
NIVOZ Professor for Education (0.2)
University of Humanistic Studies, The Netherlands
Visiting Professor (Professor II)
NLA University College, Bergen, Norway
Associate Editor Educational Theory
Co-Editor British Educational Research Journal
Associate Member of the Onderwijsraad (Education Council of the Netherlands)
PLEASE SCROLL DOWN FOR A LOT MORE, including newsitems
this site now contains information about all books, articles and chapters I have published (23/5/2018)
Hello and welcome
Welcome. This website provides information about my research, writing and scholarly activities. It has a comprehensive overview of my publications and additional information about other activities. If you are looking for a copy of any of my publications, please feel free to get in touch by e-mail: email@example.com
I receive a rather large amount of e-mails and am not always able to keep on top of everything.
Thanks for your understanding.
last updated 17 April 2018
I am currently (2018) Professor of Education at the Department of Education of Brunel University London (0.8) and Visiting Professor (Professor II) at NLA University College, Bergen, Norway. Since April 2016 I hold the NIVOZ Professorship for Education at the University of Humanistic Studies, the Netherlands (0.2).
Before this I worked at universities in Luxembourg, Scotland (University of Stirling), England (University of Exeter), and the Netherlands (Utrecht, Leiden and Groningen) and held Visiting Professorships at the University of Orebro, Sweden, Malardalen University, Sweden, and ArtEZ Institute of the Arts, the Netherlands.
I have a PhD from Leiden University the Netherlands (1992) and a degree in education from Leiden University and in Philosophy from Erasmus University Rotterdam. I am a former Spencer Post-Doctoral Fellow with the National Academy of Education, USA.
In January 2015 I became an associate member of the 'Onderwijsraad' (the Education Council of the Netherlands) for the period 2015-2018. This is the main government advisory body on education (see here for more information). Since April 2016 I'm also scientific advisor to VERUS in the Netherlands.
I am currently co-editor of two book-series with Routledge: New Directions in the Philosophy of Education (with Michael A. Peters and Liz Jackson) and Theorizing Education (with Stefano Oliverio). If you are interested in publishing in any of these series please contact me.
From 1999 until 2014 I was editor-in-chief of the journal Studies in Philosophy and Education (Springer; ISSN 0039-3746). Since 2016 I am associate editor of the journal Educational Theory and since 2018 I am co-editor of the British Educational Research Journal.
The Dutch translation of The Rediscovery of Teaching will be out in June -- have a look here -- it looks very nice!
On 15 May the Danish translation of The Rediscovery of Teaching was published -- have a look here.
I have signed a contract with Brill | Sense for a a collection of my essays on curriculum, pedagogy and democracy, to be published in 2019 under the title Obstinate Education (and by that I do mean that education should be obstinate, that it should not just be a docile servant of the interests of others, be it 'the global economy' be it 'the student-consumer').
Together with Dr David Aldridge and Dr Patricia Hannam I was awarded a grant from the Culham St Gabriel's foundation for a project on religious literacy. The project will run in the second half of 2018.
On 11 April 2018 I gave my inaugural lecture "Tijd voor pedagogiek" related to my one-day a week Professorship at the University of Humanistic Studies, The Netherlands. The full text can be downloaded from here (in Dutch).
About my work
Below is a rather formal description of my research and my academic career and achievements. But what matters a lot to me are my attempts in four monographs I have written so far (Beyond Learning; Good Education in an Age of Measurement; The Beautiful Risk of Education; The Rediscovery of Teaching) to capture the essence (or if one wishes: the enduring features) of this miraculous phenomenon called ‘education’ – the event where one human being teaches another human being and where one human being is being taught by another human being.
To capture the essence of education is particularly important in a time where the hegemony of the language of learning makes it increasingly difficult to understand and see what education is and ought to be about (see Beyond Learning, 2006). It is also important in a time where regimes of measurement have turned education from a life-enhancing event into a rigid system of administration (see Good Education in an Age of Measurement, 2010). It is important in a time where there appears to be little patience, little space and little appreciation for the experience of being taught, that is, for the experience of being addressed by what and who is other (see The Beautiful Risk of Education, 2014). And it is important in a time in which teaching has gained a rather bad reputation for being a matter of control and learning is seen as progressive and liberating; two views which I think are both problematic (see The Rediscovery of Teaching, 2017).
I have responded to the rise of the language of learning through highlighting the crucial role of the question of purpose in education, and have suggested that in education the question of purpose is a multi-dimensional question having to do with qualification, socialisation and what I have termed subjectification. I have responded to the transformation of education into a system of administration by highlighting the necessary – and as I have called it: beautiful – risk involved in all education worthy of the name. And in my most recent work I have tried to articulate a conception of education that is neither child-centred nor curriculum-centred but world-centred, that is, focused on making a grown-up existence in and with the world possible – a process in which teaching, not understood as an act of control but an act orientated towards freedom, plays a crucial role.
In addition to these four major titles, I have written monographs that focus on the role and significance of the arts in education (Letting Art Teaching: Art Education 'after' Joseph Beuys, 2017) and on education, citizenship and democracy (Learning Democracy in School and Society: Education, Lifelong Learning and the Politics of Citizenship, 2011). Together with Charles Bingham I wrote a book on the work of Jacques Rancière (Jacques Rancière: Education, truth, emancipation, 2010); and with Michael A. Peters I wrote a book on the educational significance of the work of Jacques Derrida (Derrida, Deconstruction and the Politics of Pedagogy, 2009).
The more formal story...
I conduct theoretical and empirical research, and am particularly interested in the relationships between education, democracy and citizenship. My work focuses on education in formal and non-formal settings, with a strong intrest in teachers, teaching and teacher education, curriculum, educational relationships, and the emancipatory potential of education. My research falls within four broad domains:
(1) the theory and philosophy of education;
(2) empirical research on
[a] citizenship and civic learning, particularly in informal settings,
[b] vocational education,
[c] adult education and lifelong learning,
[d] teachers and teaching;
(3) policy analysis;
(4) the theory and philosophy of educational and social research.
So far my work has been published in 16 languages (English, Dutch, German, Swedish, Finnish, Danish, Icelandic, Italian, Spanish, Catalan, Portuguese, Polish, Romanian, Russian, Chinese and Japanese).
I have a degree in Education (Theory and History of Education) from Leiden University (cum laude, 1987) and a degree in Philosophy (Philosophy of the Social Sciences) from Erasmus University Rotterdam (cum laude, 1989), and obtained my PhD from Leiden University in 1992. I was a Spencer Post-Doctoral Fellow with the National Academy of Education, USA from 1995 to 1997. I received honorary doctorates from Uppsala University (2004), Örebro University (2007) and Oulu University (2013) and was awarded the Francqui International Professorship by the Francqui Foundation, Belgium (2010) and the Grand Medal of the University of Ghent, Beligum (2011).
In 2008 my book Beyond Learning: Democratic Education for a Human Future (2006) won the 2008 American Educational Studies Association Critics' Choice Book Award. In 2011 my book with Charles Bingham, Jacques Rancière: Education, truth, emancipation (2010), won the American Educational Research Association Division B Outstanding Book Award. In 2014 my book The beautiful Risk of Education won the AERA Outstanding Book Award (Division B).
During 2011-2012 I was President of the Philosophy of Education Society USA – the first president from outside North America.
During 2012-2013 I was chair of the Committee for the Evaluation of Teacher Education Reform in Flanders, Belgium, at the request of the Flemish Government. In 2015 I became an associated member of the Education Council (Onderwijsraad) in the Netherlands.