Peter Pericles Trifonas
Biographic Data
| ID | 2272068 |
|---|---|
| NAME | Peter Pericles Trifonas |
| GIVEN NAMES | Peter Pericles |
| FAMILY NAME | Trifonas |
| SIGNATURE | TRIFONAS P P |
| AFFILIATIONS | University of Toronto |
| VERIFIED | No |
| TOTAL WORKS | 27 |
| TOTAL CITATIONS | 19 |
| WORKS AS AUTHOR | 20 |
| WORKS AS EDITOR | 7 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Handbook of Curriculum Theory, Research, and Practice
Handbook of Curriculum Theory and Research
Handbook of Theory and Research in Cultural Studies and Education
The semiotics of visual perception and the autonomy of pictorial text
How does a picture teach a viewer to look at it, understand it, and make meaning? (The theoretical basis of this article and elements of its expression have been drawn from Peter Pericles Trifonas. (1998). “Cross-mediality and narrative textual form: A semiotic snalysis of the lexical and visual signs and codes of the picture bnook.” Semiotica, 118 (1/2): 1–70 and Peter Pericles Trifonas. (2015). “Texts and images.” In International handbook of s…
Handbook of Research and Practice in Heritage Language Education
Pedagogy of the Oppressed
First published in 1968, Pedagogy of the Oppressed was a landmark in the history of educational theory, method, and criticism. The book questioned the epistemological foundations of teaching and le
Scattered speculations; on, what we are willing to know
What comes after postmodernism
Handbook of Research and Practice in Heritage Language Education
Writing and Différance
The theme of pedagogy and more generally education as supplementarity has been all but ignored in critical discussions engaging Jacques Derrida’s of grammatology. By and large, the sustained emphasis of inquiry has instead been on evaluating the epistemological and methodological parameters of deconstruction as a theory of reading and writing and not as a treatise on the ethics of pedagogical praxis. The essay rereads “... That Dangerous Suppleme…
Critical Peace Education
Learning the Virtual Life
The aesthetics of textual production
Auditing Education
Pedagogies of Difference
1. Towards a Decolonizing Pedagogy 2. Challenging the Construction of Difference as Deficit: Where are Identity, Intellect, Imagination, and Power in the New Regime of Truth? 3. Derrida, Pedagogy and the Calculation of the Subject 4. Pedagogies of Difference, Race, and Representation: Film as a Site of Translation and Politics 5. Discomforting Truths: the Emotional Terrain of Understanding Difference 6. The Struggle for Happiness: Commidified Bla…
Derrida and the Philosophy of Education
(2003). Derrida and the Philosophy of Education. Educational Philosophy and Theory: Vol. 35, No. 3, pp. 255-256
The Ethics of Science and/as Research
(2003). The Ethics of Science and/as Research: Deconstruction and the orientations of a new academic responsibility. Educational Philosophy and Theory: Vol. 35, No. 3, pp. 285-295
Ethics, Institutions, and the Right to Philosophy
This new book reflects Derrida's latest views on the role of education and international organizations in an era of globalization. In this book, Derrida develops a notion of the global citizen that is uniquely post-Kantian. He looks especially at the changing role of UNESCO and similar organizations at a time when individual and national identities, knowledge and commerce, and human rights all are brought to world attention in new ways than they …
Ethics, Institutions, and the Right to Philosophy
Teaching the Other/Writing the Other
This article examines the educational implications of this focus by presenting a re-reading of Derrida's reading of the non-ethical aftermath of the sign, or what is a cultural and pedagogical by-product of the epistemic value of a phonological theory of signification and the notion of an interpretative community of speech. This type of unforgiving logocentrism, carried on in the tradition of the teachings of Ferdinand de Saussure and Jean-Jacque…
Simulations of Culture
Teaching the Other/Writing the Other
This article examines the educational implications of this focus by presenting a re-reading of Derrida's reading of the non-ethical aftermath of the sign, or what is a cultural and pedagogical by-product of the epistemic value of a phonological theory of signification and the notion of an interpretative community of speech. This type of unforgiving logocentrism, carried on in the tradition of the teachings of Ferdinand de Saussure and Jean-Jacque…
Monstrous Lessons
The ‘age of imperialism’ is over. Or so it has been said. The above statement is often supported in the afterglow of the rise of a virulent postcolonialism that has rightfully sought to address the social injustices of European empire building. And yet, the educational legacy of imperialism lives on. The effects of its reality come alive through the consciousness and actions of those whose institutions and traditions have been forever marked by t…
Derrida and Rousseau
Jacques Derrida as a Philosopher of Education
(2000). Jacques Derrida as a Philosopher of Education. Educational Philosophy and Theory: Vol. 32, No. 3, pp. 271-281
Jacques Derrida as a Philosopher of Education
(2000). Jacques Derrida as a Philosopher of Education. Educational Philosophy and Theory: Vol. 32, No. 3, pp. 271-281
Pedagogy of the Oppressed
First published in 1968, Pedagogy of the Oppressed was a landmark in the history of educational theory, method, and criticism. The book questioned the epistemological foundations of teaching and le
Derrida and Rousseau
Derrida and the Philosophy of Education
(2003). Derrida and the Philosophy of Education. Educational Philosophy and Theory: Vol. 35, No. 3, pp. 255-256
The Ethics of Science and/as Research
(2003). The Ethics of Science and/as Research: Deconstruction and the orientations of a new academic responsibility. Educational Philosophy and Theory: Vol. 35, No. 3, pp. 285-295
Simulations of Culture
Teaching the Other/Writing the Other
This article examines the educational implications of this focus by presenting a re-reading of Derrida's reading of the non-ethical aftermath of the sign, or what is a cultural and pedagogical by-product of the epistemic value of a phonological theory of signification and the notion of an interpretative community of speech. This type of unforgiving logocentrism, carried on in the tradition of the teachings of Ferdinand de Saussure and Jean-Jacque…
Monstrous Lessons
The ‘age of imperialism’ is over. Or so it has been said. The above statement is often supported in the afterglow of the rise of a virulent postcolonialism that has rightfully sought to address the social injustices of European empire building. And yet, the educational legacy of imperialism lives on. The effects of its reality come alive through the consciousness and actions of those whose institutions and traditions have been forever marked by t…
Deconstructive Psychographies
Would it not be more ‘responsible’ to try pondering the ground, in the history of the West, on which the juridico‐egological values of responsibility were determined, attained, imposed? There is perhaps a fund here of ‘responsibility’ that is at once ‘older’ and—to the extent it is conceived anew, through what some would call a crisis of responsibility in its juridico‐egological form and its ideal of decidability—is yet to come, or, if you prefer…
Cross-mediality and narrative textual form
Article Cross-mediality and narrative textual form: A semiotic analysis of the lexical and visual signs and codes in the picture book was published on January 1, 1998 in the journal Semiotica (volume 118, issue 1-2)
Cross-mediality and narrative textual form
Article Cross-mediality and narrative textual form: A semiotic analysis of the lexical and visual signs and codes in the picture book was published on January 1, 1998 in the journal Semiotica (volume 118, issue 1-2)
Deconstructive Psychographies
Would it not be more ‘responsible’ to try pondering the ground, in the history of the West, on which the juridico‐egological values of responsibility were determined, attained, imposed? There is perhaps a fund here of ‘responsibility’ that is at once ‘older’ and—to the extent it is conceived anew, through what some would call a crisis of responsibility in its juridico‐egological form and its ideal of decidability—is yet to come, or, if you prefer…
Derrida and Rousseau
Jacques Derrida as a Philosopher of Education
(2000). Jacques Derrida as a Philosopher of Education. Educational Philosophy and Theory: Vol. 32, No. 3, pp. 271-281
Teaching the Other/Writing the Other
This article examines the educational implications of this focus by presenting a re-reading of Derrida's reading of the non-ethical aftermath of the sign, or what is a cultural and pedagogical by-product of the epistemic value of a phonological theory of signification and the notion of an interpretative community of speech. This type of unforgiving logocentrism, carried on in the tradition of the teachings of Ferdinand de Saussure and Jean-Jacque…
Simulations of Culture
Teaching the Other/Writing the Other
This article examines the educational implications of this focus by presenting a re-reading of Derrida's reading of the non-ethical aftermath of the sign, or what is a cultural and pedagogical by-product of the epistemic value of a phonological theory of signification and the notion of an interpretative community of speech. This type of unforgiving logocentrism, carried on in the tradition of the teachings of Ferdinand de Saussure and Jean-Jacque…
Monstrous Lessons
The ‘age of imperialism’ is over. Or so it has been said. The above statement is often supported in the afterglow of the rise of a virulent postcolonialism that has rightfully sought to address the social injustices of European empire building. And yet, the educational legacy of imperialism lives on. The effects of its reality come alive through the consciousness and actions of those whose institutions and traditions have been forever marked by t…
Ethics, Institutions, and the Right to Philosophy
This new book reflects Derrida's latest views on the role of education and international organizations in an era of globalization. In this book, Derrida develops a notion of the global citizen that is uniquely post-Kantian. He looks especially at the changing role of UNESCO and similar organizations at a time when individual and national identities, knowledge and commerce, and human rights all are brought to world attention in new ways than they …
Ethics, Institutions, and the Right to Philosophy
Pedagogies of Difference
1. Towards a Decolonizing Pedagogy 2. Challenging the Construction of Difference as Deficit: Where are Identity, Intellect, Imagination, and Power in the New Regime of Truth? 3. Derrida, Pedagogy and the Calculation of the Subject 4. Pedagogies of Difference, Race, and Representation: Film as a Site of Translation and Politics 5. Discomforting Truths: the Emotional Terrain of Understanding Difference 6. The Struggle for Happiness: Commidified Bla…
Derrida and the Philosophy of Education
(2003). Derrida and the Philosophy of Education. Educational Philosophy and Theory: Vol. 35, No. 3, pp. 255-256
The Ethics of Science and/as Research
(2003). The Ethics of Science and/as Research: Deconstruction and the orientations of a new academic responsibility. Educational Philosophy and Theory: Vol. 35, No. 3, pp. 285-295
Auditing Education
The aesthetics of textual production
Learning the Virtual Life
Critical Peace Education
Handbook of Research and Practice in Heritage Language Education
Writing and Différance
The theme of pedagogy and more generally education as supplementarity has been all but ignored in critical discussions engaging Jacques Derrida’s of grammatology. By and large, the sustained emphasis of inquiry has instead been on evaluating the epistemological and methodological parameters of deconstruction as a theory of reading and writing and not as a treatise on the ethics of pedagogical praxis. The essay rereads “... That Dangerous Suppleme…
Handbook of Research and Practice in Heritage Language Education
Pedagogy of the Oppressed
First published in 1968, Pedagogy of the Oppressed was a landmark in the history of educational theory, method, and criticism. The book questioned the epistemological foundations of teaching and le
Scattered speculations; on, what we are willing to know
What comes after postmodernism
Handbook of Theory and Research in Cultural Studies and Education
The semiotics of visual perception and the autonomy of pictorial text
How does a picture teach a viewer to look at it, understand it, and make meaning? (The theoretical basis of this article and elements of its expression have been drawn from Peter Pericles Trifonas. (1998). “Cross-mediality and narrative textual form: A semiotic snalysis of the lexical and visual signs and codes of the picture bnook.” Semiotica, 118 (1/2): 1–70 and Peter Pericles Trifonas. (2015). “Texts and images.” In International handbook of s…
Sociology (19 works) · Philosophy (15 works) · Epistemology (12 works) · Pedagogy (9 works) · Philosophy (9 works) · Political science (9 works) · Psychology (9 works) · Law (8 works) · Linguistics (7 works) · Philosophy, Ethics, and Existentialism (6 works)