Rowena Azada-Palacios
Dados Biográficos
| ID | 5397755 |
|---|---|
| NOME | Rowena Azada-Palacios |
| PRENOMES | Rowena |
| SOBRENOME | Azada-Palacios |
| ASSINATURA | AZADA-PALACIOS R |
| AFILIAÇÕES | Ateneo de Manila University |
| ORCID | 0000-0001-6027-487X |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 8 |
| TOTAL DE CITAÇÕES | 23 |
| TOTAL COMO AUTOR | 8 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2021 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 3 |
Can we teach philosophically about unspeakable human suffering
This paper is a reflective response to Tena Thau’s suggestion – in her 2024 piece ‘Moral Philosophy as War Propaganda’ – that philosophy has little to teach about the war in Gaza (and, by extension, similar cases of widespread, horrific human suffering). I first reconstruct one of the arguments that Thau makes in her piece. I then show that her criticisms about philosophy are true for a particular way of doing philosophy, and I attempt to uncover…
Challenging persistent rape myths
Joanna Bourke is a prize-winning social and cultural historian, a Fellow of the British Academy, and a public intellectual. Her books, which have been translated into multiple languages, have explored the history of gender, working-class culture, emotions, war, and the relationships between animals and humans. Her most recent books are Birkbeck: 200 Years of Radical Learning for Working People (Oxford University Press, 2022) and Disgrace: Global …
Teaching as rooted cosmopolitans
The concept of cosmopolitanism has been the subject of philosophical debate as to whether a commitment to it requires the shedding of particularist attachments (such as attachments to a national or group identity, or their accompanying convictions), or whether such particularist commitments might enhance a cosmopolitan orientation. This article brings these debates to bear on the internationalization of higher education, particularly in relation …
The role of the philosopher of education in the task of decoloniality
This paper explores the meaning of ‘decolonization’ in relation to the school curriculum and the role of the philosopher of education in this task. Taking the Philippines as an example, this paper illustrates how coloniality has underpinned not only school curricula, but also entire systems of formal education in the post-colony. Following from this, it argues that decolonization in education must transcend the diversification of curricula and ai…
Philosophy of education in a new key
This work is composed of contributions from scholars from the field of philosophy of education in the Philippines who share their perspectives on the above questions. Contributions are philosophical reflections that bring to the fore the state of Filipino philosophy of education as well as discussions about the nature of Filipino cultural, political, and intellectual heritage: its roots and influences, sources in indigenous philosophy, Filipino v…
Schools as social spaces
Hannah Arendt has been criticised for the sharp distinction she drew between the social and political realms, and her application of this distinction to schools. In this paper, I demonstrate that this distinction can be interpreted as a heuristic that Arendt developed to address a tension that she had encountered in her attempt to understand childhood. She understood schools to be spaces that could prepare children for citizenship. However, she a…
Hybridity and national identity in post-colonial schools
The recent resurgence of extreme-right movements and the nationalist turn of many governments across the world have reignited the relevance of discussions within educational philosophy about the teaching of national identity in schools. However, the conceptualisation of national identity in previous iterations of these debates have been largely Western and Eurocentric, making the past theoretical literature about these questions less relevant for…
Philosophy of education in a new key
What is the future of Philosophy of education? Or as many of scholars and thinkers in this final ‘future-focused’ collective piece from the Philosophy of Education in a New Key Series put it, what are the futures—plural and multiple—of the intersections of ‘philosophy’ and ‘education?’ What is ‘Philosophy’; and what is ‘Education’, and what role may ‘enquiry’ play? Is the future of education and philosophy embracing—or at least taking seriously—a…
Philosophy of education in a new key
What is the future of Philosophy of education? Or as many of scholars and thinkers in this final ‘future-focused’ collective piece from the Philosophy of Education in a New Key Series put it, what are the futures—plural and multiple—of the intersections of ‘philosophy’ and ‘education?’ What is ‘Philosophy’; and what is ‘Education’, and what role may ‘enquiry’ play? Is the future of education and philosophy embracing—or at least taking seriously—a…
Philosophy of education in a new key
This work is composed of contributions from scholars from the field of philosophy of education in the Philippines who share their perspectives on the above questions. Contributions are philosophical reflections that bring to the fore the state of Filipino philosophy of education as well as discussions about the nature of Filipino cultural, political, and intellectual heritage: its roots and influences, sources in indigenous philosophy, Filipino v…
Hybridity and national identity in post-colonial schools
The recent resurgence of extreme-right movements and the nationalist turn of many governments across the world have reignited the relevance of discussions within educational philosophy about the teaching of national identity in schools. However, the conceptualisation of national identity in previous iterations of these debates have been largely Western and Eurocentric, making the past theoretical literature about these questions less relevant for…
Schools as social spaces
Hannah Arendt has been criticised for the sharp distinction she drew between the social and political realms, and her application of this distinction to schools. In this paper, I demonstrate that this distinction can be interpreted as a heuristic that Arendt developed to address a tension that she had encountered in her attempt to understand childhood. She understood schools to be spaces that could prepare children for citizenship. However, she a…
Hybridity and national identity in post-colonial schools
The recent resurgence of extreme-right movements and the nationalist turn of many governments across the world have reignited the relevance of discussions within educational philosophy about the teaching of national identity in schools. However, the conceptualisation of national identity in previous iterations of these debates have been largely Western and Eurocentric, making the past theoretical literature about these questions less relevant for…
Philosophy of education in a new key
What is the future of Philosophy of education? Or as many of scholars and thinkers in this final ‘future-focused’ collective piece from the Philosophy of Education in a New Key Series put it, what are the futures—plural and multiple—of the intersections of ‘philosophy’ and ‘education?’ What is ‘Philosophy’; and what is ‘Education’, and what role may ‘enquiry’ play? Is the future of education and philosophy embracing—or at least taking seriously—a…
Philosophy of education in a new key
This work is composed of contributions from scholars from the field of philosophy of education in the Philippines who share their perspectives on the above questions. Contributions are philosophical reflections that bring to the fore the state of Filipino philosophy of education as well as discussions about the nature of Filipino cultural, political, and intellectual heritage: its roots and influences, sources in indigenous philosophy, Filipino v…
The role of the philosopher of education in the task of decoloniality
This paper explores the meaning of ‘decolonization’ in relation to the school curriculum and the role of the philosopher of education in this task. Taking the Philippines as an example, this paper illustrates how coloniality has underpinned not only school curricula, but also entire systems of formal education in the post-colony. Following from this, it argues that decolonization in education must transcend the diversification of curricula and ai…
Can we teach philosophically about unspeakable human suffering
This paper is a reflective response to Tena Thau’s suggestion – in her 2024 piece ‘Moral Philosophy as War Propaganda’ – that philosophy has little to teach about the war in Gaza (and, by extension, similar cases of widespread, horrific human suffering). I first reconstruct one of the arguments that Thau makes in her piece. I then show that her criticisms about philosophy are true for a particular way of doing philosophy, and I attempt to uncover…
Challenging persistent rape myths
Joanna Bourke is a prize-winning social and cultural historian, a Fellow of the British Academy, and a public intellectual. Her books, which have been translated into multiple languages, have explored the history of gender, working-class culture, emotions, war, and the relationships between animals and humans. Her most recent books are Birkbeck: 200 Years of Radical Learning for Working People (Oxford University Press, 2022) and Disgrace: Global …
Teaching as rooted cosmopolitans
The concept of cosmopolitanism has been the subject of philosophical debate as to whether a commitment to it requires the shedding of particularist attachments (such as attachments to a national or group identity, or their accompanying convictions), or whether such particularist commitments might enhance a cosmopolitan orientation. This article brings these debates to bear on the internationalization of higher education, particularly in relation …
Sociology (7 obras) · Law (6 obras) · Pedagogy (6 obras) · Political science (6 obras) · Philosophy (5 obras) · Epistemology (4 obras) · Global Educational Policies and Reforms (4 obras) · Higher education (4 obras) · Law (4 obras) · Philosophy of education (4 obras)