Amin Zaini, 2026. Introducing noise cleansing: reading real-time censorship ambivalently. Pedagogy, Culture & Society, 1–23. https://doi.org/10.1080/14681366.2026.2670699 ABSTRACT While censorship is often conceptualised as a retrospective and regulated practice, this study examines it as a real-time process of speech interruption and an under-explored dimension of contemporary surveillance. It foregrounds how silencing unfolds dynamically during the circulation …
İhsan Gürsoy, Can education liberate us? Reframing an old question, Journal of Philosophy of Education, February 2026 https://doi.org/10.1093/jopedu/qhag002 Abstract This article reframes the question ‘Can education liberate us?’ by shifting attention from education’s capacity to produce emancipated individuals to its capacity to enable—or foreclose—liberation within the experience of subjectivation. Instead of proposing new educational theory …
Ronni Laursen, Miriam Madsen (eds). Education and the Politics of Time. Temporal Governance in Teaching and Learning, Springer, 2026 About this book Education and the politics of time: temporal governance in teaching and learning explores how time—its organization, regulation, and lived experience—structures education across diverse contexts. Organized into four thematic sections, the book’s 17 chapters …
Jessamine Giese, Megan Gibson, and Marie White, Navigating Policy Disconnect in Early Childhood: Teams Interpreting the NQF, EYLF, and Modern Awards. Australasian Journal of Early Childhood, First published online February 12, 2026 https://doi.org/10.1177/18369391261425987 Abstract In Australia, early childhood education and care (ECEC) has experienced substantial policy reform in the past 15 years with major shifts …
Jessamine Giese, (2025) Early Childhood Educators Producing Curriculum and Pedagogy: Discursive Possibilities of Team Decision-Making. PhD thesis, Queensland University of Technology. Open access Description There is increasing political interest in Australia on early childhood education and care reforms requiring educators to collectively navigate, and translate, policies into practice. This thesis explores how teams of educators …
Milena Tekeste, Mustafa F. Özbilgin (2026), Misrecognition and Responsibilisation in Extreme Events: Towards Recognition-based Accountability in Academia. British Journal of Management, 37: e70032. https://doi.org/10.1111/1467-8551.70032 Abstract This essay interrogates how extreme events including the COVID-19 pandemic, climate disasters, and political conflict, amplify structural inequalities in academia. Drawing on critical autoethnographic material from an Early Career Researcher …
Jan-Philipp Siebold, Annemarie Witschas, Rainer Mühlhoff, 2026. “ When the Future Feels Foreclosed: AI Resignation and the Power to Act.” Future Humanities 4: e70026. https://doi.org/10.1002/fhu2.70026. ABSTRACT This article develops the concept of ‘AI resignation’ to capture how young people encounter AI not only as a helpful or flawed tool, but as an overpowering and seemingly …
Antti Saari, Nelli Piattoeva, and Katja Brøgger. (2026). Introduction: Critical times? Conditions, constraints, and cooptions in contemporary educational critique. Educational Philosophy and Theory, 1–12. https://doi.org/10.1080/00131857.2025.2611004 Extract In educational research, various conceptions of critique and criticality serve as markers for distinct genres of scholarship and writing, as well as for particular types of journals and monographs …
William Guschwan (2026). The Iliad as Leadership Curriculum: A Mythopoeic Framework Through LARP. In: Thomas, A., Meyer, M., Zank, M. (eds) Serious Games. JCSG: Joint International Conference on Serious Games 2025. Lecture Notes in Computer Science, vol 16243. Springer, Cham. https://doi.org/10.1007/978-3-032-10518-9_30 Abstract This paper proposes a live action role-playing game (LARP) curriculum that unites philosophical …
Édison Flávio Fernandes & Alice Casimiro Lopes (2025) When data speaks, what issues are silenced? Evidence, statistics, and curriculum. Education Policy Analysis Archives, 33(86). https://doi.org/10.14507/epaa.33.9195 Abstract: This paper presents a discussion that operates within the tension between deconstructionist philosophy—centered on the event as a rupture of stable meanings—and statistical practices in education, which seek to …
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