Penny Enslin
Biographic Data
| ID | 768927 |
|---|---|
| NAME | Penny Enslin |
| GIVEN NAMES | Penny |
| FAMILY NAME | Enslin |
| SIGNATURE | ENSLIN P |
| AFFILIATIONS | University of Glasgow |
| ORCID | 0000-0002-6395-8588 |
| VERIFIED | Yes |
| TOTAL WORKS | 41 |
| TOTAL CITATIONS | 84 |
| AUTHOR COUNT | 41 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1984 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
Education for citizenship in pluralist liberal democracies: Balancing diversity and commonality
One of the distinctive and abiding features of Terence McLaughlin’s intellectual legacy has been how he addressed the challenge of achieving a proper balance between diversity and commonality in education. Recently his work has acquired renewed relevance as the political, social and theoretical terrain has seen a marked shift away from a recognition of commonality. The paper begins by tracing the trajectory of McLaughlin’s liberalism and his acco…
Decolonizing human rights education, Eurocentrism, and human rights universals
Critical reflection on the history, conceptual underpinnings, and practices of human rights education (HRE) has prompted calls for the field to be decolonized, in response to the injustices of colonial history and persisting present-day coloniality. We sympathize with current calls to decolonize and value their effect in prompting critical reflection on Empire in all its facets, yet we also regard HRE as having a credible role to play in response…
Analytic philosophy of education and the postcolonial moment
Of all possible future directions for analytic philosophy of education, few are as overdue as thoroughly confronting the legacy of colonialism and the postcolonial moment. Rightly credited with establishing the credibility and standing of philosophy of education, by 1980, analytic philosophy of education was the dominant though not unchallenged approach to philosophy of education in the Anglo-American world. While its dominance has declined and p…
Decolonizing higher education: The university in the new age of Empire
Campaigns to decolonize higher education have focused mainly on decolonizing the curriculum. Although the cultural features of colonialism and its material imperatives and damage were both modes of colonial domination and exploitation, more attention has been paid to the former in recent debates about education, and it tends to dominate arguments about and characterizations of decolonization in higher education, by making knowledge and the curric…
Inclusion, democracy, and philosophy of education: Nuraan Davids and Yusef Waghid's Democratic education as inclusion
For philosophers of education who hold on to the optimistic hope that democracy education can play a part in halting the decline of democracy, Davids and Waghid point the way towards its potential contribution when approached by making inclusion foundational to democratic education. Taking a poststructuralist approach as the best way to articulate an expanded conception of inclusion, this book makes the case that there is an urgent need for a rec…
Paul Hirst, liberal education and the postcolonial project
Paul Hirst’s defence of liberal education and his forms of knowledge thesis are likely to seem out of step with contemporary calls to decolonize knowledge by ‘delinking’ it from ‘Western’ Enlightenment traditions. In view of the decolonial challenge, and emphasizing too that Hirst’s work should be located in its time, we consider the extent to which his account of liberal education still has a place in the postcolonial era. We outline Hirst’s def…
Comparative philosophy of education: Reading Zehou Li (李泽厚)’s philosophy in a postcolonial time
This article considers a postcolonial approach to comparative philosophy of education as comprising four key features: ethnography, translation, hybridity, and critique. This conception of comparative philosophy of education is first located in the postcolonial context that demands sensitivity to the ongoing dangers of orientalism. Each of these four identified aspects of comparative philosophy of education is illustrated with reference to the co…
Monuments after Empire? The Educational Value of Imperial Statues
The Black Lives Matter campaign has forced a reassessment of monuments that commemorate historical figures in public spaces. One of these, a statue of General Lord Roberts, stands in Glasgow, once the Second City of the Empire. A critical reading of this monument as a memorial text in a landscape of power contrasts the intended heroic depiction of Roberts with the excluded histories of those who were on the receiving end of his actions. I conside…
Academic friendship in dark times
Bringing philosophical work on friendship to bear on the growing body of critique about the state of the neoliberal academy, this paper defends academic friendship. Initially a vignette illustrates the key features of academic friendship and the multiple demands on academics to account for themselves in the neoliberal university. We locate academic friendship in the context of that neoliberal university before discussing managerialist threats to …
On Peer Review as the ‘Gold Standard’ in Measuring Research Excellence: From Secrecy to Openness
As universities in the United Kingdom gear themselves up for the next Research Excellence Framework, REF2021, with peer review at its core, we critically re‐visit the idea of peer review as a gold standard proxy for research excellence. We question the premise that anonymous peer review is a necessary and enabling condition for impartial, expert judgement. We argue that the intentions and supposed benefits underlying peer review and its associate…
Sex Education: Challenges and Choices
Noting public concern about sexual exploitation, abuse and sexualisation, we argue that sex education in the UK needs revision. Choice is a feature of current sex education policy and, acknowledging that choice can be problematic, we defend its place in an approach to sex education premised on informed deliberation, relational autonomy, a particular view of personhood and moral literacy. We argue, however, that choice and the approach outlined mu…
Philosophy of Education: Becoming Less Western, More African
Posing the question ‘How diverse is philosophy of education in the West?’ this paper responds to two recent defences of African philosophy of education which endorse its communitarianism and oppose individualism in Western philosophy of education. After outlining Thaddeus Metz's argument that Western philosophy of education should become more African by being more communitarian, and Yusef Waghid's defence of communitarianism in African philosophy…
Getting the Measure of Measurement: Global educational opportunity
Although measurement is widely misused in education, it is indispensable in addressing the problems of injustice in global educational opportunity. Considering how the case can be made for legitimate use of measurement in normative analysis and argument, we explore ways in which metrics have featured in the formulation of theories of justice, with particular attention to resourcist and capabilities approaches. We then consider three means of addr…
Rethinking the ‘Western Tradition’
In recent years, the ‘Western tradition’ has increasingly come under attack in anti-colonialist and postmodernist discourses. It is not difficult to sympathise with the concerns that underlie advocacy of historically marginalised traditions, and the West undoubtedly has a lot to answer for. Nonetheless, while arguing a qualified yes to the central question posed for this special issue, we question the assumption that the West can be neatly distin…
Artistic Education and the Possibilities for Citizenship Education
Citizenship education and education in the arts are not usually regarded as related. In this application of normative political theory to the nature and purpose of creative and arts-based education, the authors argue that they share some of their basic features and can complement each other in practice. Distinguishing artistic education from aesthetic education, the authors take Iris Marion Young's defence of communicative democracy as a framewor…
Education for Global Citizenship: The Cosmopolitan and the Patriotic
Education for global citizenship is an ambitious goal. One of its ambitions lies in expectations that future global citizens will make sense of and reconcile complex, competing values and purposes. At the heart of the values and purposes of education for global citizenship lies a tension between a cosmopolitan imperative and what future role — if any — there might be for patriotism. Can both be accommodated in the conceptual underpinnings and the…
Philosophy of Education and the Gigantic Affront of Universalism
In recent years anti-universalism has become a sine qua non for respectability in philosophy of education, along with several other disciplines. The standard philosophical view that morality involves universal values has been heavily attacked by proponents of ‘cultural relativism’, who dispute the claim that there are values or norms independent of cultural contexts and practices, insisting that all values and norms are culturally variable and di…
Philosophy of Education and the Gigantic Affront of Universalism
Journal Article Philosophy of Education and the Gigantic Affront of Universalism Get access Penny Enslin, Penny Enslin Search for other works by this author on: Oxford Academic Google Scholar Mary Tjiattas, Mary Tjiattas Search for other works by this author on: Oxford Academic Google Scholar Sharon Todd Sharon Todd Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 43, Issue 1, Feb…
Between Universalism and Universality: A Rejoinder to Sharon Todd
African Philosophy of Education: The Price of Unchallengeability
International students, export earnings and the demands of global justice
Is it just to charge international students fees that are generally much higher than those paid by home and European Union students at UK universities? Exploring the ethical tension between universities’ avowed commitment to social justice on the one hand and selling education to foreign students at a premium on the other, we argue that increased global association and the reduced salience of the sovereign state make the education of internationa…
Philosophy as a Basis for Policy and Practice: What Confidence Can We Have in Philosophical Analysis and Argument
The purpose of this article is to suggest how philosophy might play a key, if precisely delineated, role in the shaping of policy that leads educational development. The argument begins with a reflection on the nature of confidence in the relationship between philosophy and policy. We note the widespread resistance to abstract theorising in the policy community, disguising the enormous potential of a philosophical approach. Defending a philosophi…
Changing Citizenship: Democracy and Inclusion in Education by Audrey Osler and Hugh Starkey
No abstract available
Democracy, Social Justice and Education: Feminist strategies in a globalising world
Recognising the relevance of Iris Marion Young's work to education, this article poses the question: given Iris Young's commitment to both social justice and to recognition of the political and ethical significance of difference, to what extent does her position allow for transnational interventions in education to foster democracy? First, it explores some of Iris Young's arguments on the relationship between democracy and social justice, with pa…
Educating for peace in the midst of violence: A South African experience
How do we educate for peace in a context of pervasive social violence? This paper explores this question as it presents the development and evaluation of a South African peace education programme at pre-school level. The programme comprised a pre-school curriculum and a teacher development course and was developed in conjunction with a team of pre-school teachers from diverse backgrounds working in a variety of settings within two South African p…
Deliberative Democracy, Diversity and the Challenges of Citizenship Education
For democracies to thrive, citizens have to be taught to be democrats. How do people learn to be democrats in circumstances of diversity and plurality? We address this question via a discussion of three models of deliberative democracy: public reason (as exemplified by Rawls), discursive democracy (as exemplified by Benhabib) and communicative democracy (as exemplified by Young). Each of the three theorists contributes to an account of how to edu…
Can ubuntu provide a model for citizenship education in African democracies
Some proponents of Africanism argue that African traditional education and the principles of ubuntu should provide the framework for citizenship education. While conceding that understandable concerns lie behind defences of ubuntu as underpinning African democracy, we argue that the Africanist perspective faces various problems and makes substantial errors: political, moral, epistemic and educational. While democracy and democratic citizenship ne…
Decolonizing higher education: The university in the new age of Empire
Campaigns to decolonize higher education have focused mainly on decolonizing the curriculum. Although the cultural features of colonialism and its material imperatives and damage were both modes of colonial domination and exploitation, more attention has been paid to the former in recent debates about education, and it tends to dominate arguments about and characterizations of decolonization in higher education, by making knowledge and the curric…
Monuments after Empire? The Educational Value of Imperial Statues
The Black Lives Matter campaign has forced a reassessment of monuments that commemorate historical figures in public spaces. One of these, a statue of General Lord Roberts, stands in Glasgow, once the Second City of the Empire. A critical reading of this monument as a memorial text in a landscape of power contrasts the intended heroic depiction of Roberts with the excluded histories of those who were on the receiving end of his actions. I conside…
Rethinking the ‘Western Tradition’
In recent years, the ‘Western tradition’ has increasingly come under attack in anti-colonialist and postmodernist discourses. It is not difficult to sympathise with the concerns that underlie advocacy of historically marginalised traditions, and the West undoubtedly has a lot to answer for. Nonetheless, while arguing a qualified yes to the central question posed for this special issue, we question the assumption that the West can be neatly distin…
Democracy, Social Justice and Education: Feminist strategies in a globalising world
Recognising the relevance of Iris Marion Young's work to education, this article poses the question: given Iris Young's commitment to both social justice and to recognition of the political and ethical significance of difference, to what extent does her position allow for transnational interventions in education to foster democracy? First, it explores some of Iris Young's arguments on the relationship between democracy and social justice, with pa…
Representation, Identification and Trust: Towards an Ethics of Educational Research
Crudely put, educational research is unethical when it misrepresents or misidentifies—and so betrays—its putative beneficiaries or the goods and values they hold dear. How can researchers guard against these vulnerabilities? While acknowledging the vulnerabilities of educational research to abuses of trust and representation, and that there is no Archimedean point from which to approach research into people’s practices, we defend a universalist c…
Can Marxism Offer a Coherent Notion of Education
Journal Article Can Marxism Offer a Coherent Notion of Education? Get access Penny Enslin Penny Enslin Correspondence: Penny Enslin, Department of Education, University of the Witwatersrand, 1 Jan Smuts Avenue, Johannesburg 2001, South Africa. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 21, Issue 1, July 1987, Pages 59–74, https://doi.org/10.1111/j.1467-9752.1987.tb00143.x Pu…
Sex Education: Challenges and Choices
Noting public concern about sexual exploitation, abuse and sexualisation, we argue that sex education in the UK needs revision. Choice is a feature of current sex education policy and, acknowledging that choice can be problematic, we defend its place in an approach to sex education premised on informed deliberation, relational autonomy, a particular view of personhood and moral literacy. We argue, however, that choice and the approach outlined mu…
Artistic Education and the Possibilities for Citizenship Education
Citizenship education and education in the arts are not usually regarded as related. In this application of normative political theory to the nature and purpose of creative and arts-based education, the authors argue that they share some of their basic features and can complement each other in practice. Distinguishing artistic education from aesthetic education, the authors take Iris Marion Young's defence of communicative democracy as a framewor…
Education for Global Citizenship: The Cosmopolitan and the Patriotic
Education for global citizenship is an ambitious goal. One of its ambitions lies in expectations that future global citizens will make sense of and reconcile complex, competing values and purposes. At the heart of the values and purposes of education for global citizenship lies a tension between a cosmopolitan imperative and what future role — if any — there might be for patriotism. Can both be accommodated in the conceptual underpinnings and the…
Liberal feminism, cultural diversity and comparative education
For multiculturalists who favour a relativist approach, globalization and the increasing interconnectedness of societies pose a threat to cultural diversity. In this paper we show, through an exploration of the work of Martha Nussbaum, that a viable universalist feminism can accommodate a thin and so defensible version of multiculturalism. Nussbaum's treatment of culture in relation to women's education and the cultivation of capacities for world…
Comparative philosophy of education: Reading Zehou Li (李泽厚)’s philosophy in a postcolonial time
This article considers a postcolonial approach to comparative philosophy of education as comprising four key features: ethnography, translation, hybridity, and critique. This conception of comparative philosophy of education is first located in the postcolonial context that demands sensitivity to the ongoing dangers of orientalism. Each of these four identified aspects of comparative philosophy of education is illustrated with reference to the co…
On Peer Review as the ‘Gold Standard’ in Measuring Research Excellence: From Secrecy to Openness
As universities in the United Kingdom gear themselves up for the next Research Excellence Framework, REF2021, with peer review at its core, we critically re‐visit the idea of peer review as a gold standard proxy for research excellence. We question the premise that anonymous peer review is a necessary and enabling condition for impartial, expert judgement. We argue that the intentions and supposed benefits underlying peer review and its associate…
Philosophy of Education and the Gigantic Affront of Universalism
In recent years anti-universalism has become a sine qua non for respectability in philosophy of education, along with several other disciplines. The standard philosophical view that morality involves universal values has been heavily attacked by proponents of ‘cultural relativism’, who dispute the claim that there are values or norms independent of cultural contexts and practices, insisting that all values and norms are culturally variable and di…
Philosophy of Education and the Gigantic Affront of Universalism
Journal Article Philosophy of Education and the Gigantic Affront of Universalism Get access Penny Enslin, Penny Enslin Search for other works by this author on: Oxford Academic Google Scholar Mary Tjiattas, Mary Tjiattas Search for other works by this author on: Oxford Academic Google Scholar Sharon Todd Sharon Todd Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 43, Issue 1, Feb…
Philosophy as a Basis for Policy and Practice: What Confidence Can We Have in Philosophical Analysis and Argument
The purpose of this article is to suggest how philosophy might play a key, if precisely delineated, role in the shaping of policy that leads educational development. The argument begins with a reflection on the nature of confidence in the relationship between philosophy and policy. We note the widespread resistance to abstract theorising in the policy community, disguising the enormous potential of a philosophical approach. Defending a philosophi…
Educating for peace in the midst of violence: A South African experience
How do we educate for peace in a context of pervasive social violence? This paper explores this question as it presents the development and evaluation of a South African peace education programme at pre-school level. The programme comprised a pre-school curriculum and a teacher development course and was developed in conjunction with a team of pre-school teachers from diverse backgrounds working in a variety of settings within two South African p…
Education for Liberal Democracy: Universalising a Western Construct
An influential view of liberalism and its view of education holds that it is a western construct unsuited to non-western societies. Bikhu Parekh’s critique of liberal democracy is taken here as representative of that position. In challenging that view, this article shows through an analysis of recent policy that post-apartheid education in South Africa expresses a liberal view of education, just as the political order introduced in 1994 is a libe…
The Liberal Point of View
Are Hirst and Peters Liberal Philosophers of Education
Journal Article Are Hirst and Peters Liberal Philosophers of Education? Get access Penny Enslin Penny Enslin Correspondence: Penny Enslin, Department of Education, University of the Witwatersrand, 1 Jan Smuts Avenue, Johannesburg 2001, Republic of South Africa. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 19, Issue 2, December 1985, Pages 211–222, https://doi.org/10.1111/j.146…
Can Marxism Offer a Coherent Notion of Education
Journal Article Can Marxism Offer a Coherent Notion of Education? Get access Penny Enslin Penny Enslin Correspondence: Penny Enslin, Department of Education, University of the Witwatersrand, 1 Jan Smuts Avenue, Johannesburg 2001, South Africa. Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 21, Issue 1, July 1987, Pages 59–74, https://doi.org/10.1111/j.1467-9752.1987.tb00143.x Pu…
The Political Mythology of Childhood in South African Teacher Education∗
∗∗ A version of this paper was presented at the Annual Meeting of the Comparative and International Education Society, Harvard Graduate School of Education, March‐April 1989. I thank Pam Christie, Shirley Pendlebury and Peter Randall for comments and suggestions
Contemporary liberalism and civic education in South Africa
(1997). Contemporary liberalism and civic education in South Africa. Current Writing: Text and Reception in Southern Africa: Vol. 9, No. 2, pp. 77-90
Education and the Limits of Political Liberalism
Like other major developments in political philosophy, John Rawls’s Political Liberalism (PL) has raised important issues for philosophy of education. Rawls’s defence of liberalism as a political doctrine whose principles do not depend on any one comprehensive moral or philosophical doctrine for their justification, against comprehensive liberalism, which by contrast expresses a particular conception of the good life, engages with current controv…
Education for Liberal Democracy: Universalising a Western Construct
An influential view of liberalism and its view of education holds that it is a western construct unsuited to non-western societies. Bikhu Parekh’s critique of liberal democracy is taken here as representative of that position. In challenging that view, this article shows through an analysis of recent policy that post-apartheid education in South Africa expresses a liberal view of education, just as the political order introduced in 1994 is a libe…
Promises of Access and Inclusion: Online Education in Africa
Journal Article Promises of Access and Inclusion: Online Education in Africa Get access Anthony Lelliott, Anthony Lelliott Search for other works by this author on: Oxford Academic Google Scholar Shirley Pendlebury, Shirley Pendlebury Search for other works by this author on: Oxford Academic Google Scholar Penny Enslin Penny Enslin Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume …
Looking others in the eye: Rights and gender in South African education policy
Through an examination of the concept of rights in emergent policy in South Africa, this article illustrates some of the ways in which philosophy can serve democratic policy in its pursuit of the public good. We argue that while the South African Schools Act establishes some of the institutional conditions for a rights-based educational system, inadequacies in the treatment of gender and rights in the new national curriculum threaten to undermine…
Representation, Identification and Trust: Towards an Ethics of Educational Research
Crudely put, educational research is unethical when it misrepresents or misidentifies—and so betrays—its putative beneficiaries or the goods and values they hold dear. How can researchers guard against these vulnerabilities? While acknowledging the vulnerabilities of educational research to abuses of trust and representation, and that there is no Archimedean point from which to approach research into people’s practices, we defend a universalist c…
Deliberative Democracy, Diversity and the Challenges of Citizenship Education
For democracies to thrive, citizens have to be taught to be democrats. How do people learn to be democrats in circumstances of diversity and plurality? We address this question via a discussion of three models of deliberative democracy: public reason (as exemplified by Rawls), discursive democracy (as exemplified by Benhabib) and communicative democracy (as exemplified by Young). Each of the three theorists contributes to an account of how to edu…
Democratic Citizenship
In this important survey, an international group of leading philosophers chart the development of philosophy of education in the twentieth century and point to significant questions for its future. Presents a definitive introduction to the core areas of philosophy of education. Contains 20 newly-commissioned articles, all of which are written by internationally distinguished scholars. Each chapter reviews a problem, examines the current state of …
Liberal Feminism, Diversity and Education
Liberal feminism, like liberal political theory in general, is sometimes criticized for overemphasizing equality and the promotion of autonomy at the expense of valuing diversity. Some might thus see an approach to difference in education that is based on liberal feminism as a threat to cultural diversity. This article argues that although cultural diversity has some benefits, liberal feminism should not be deterred from promoting autonomy and eq…
Educating for peace in the midst of violence: A South African experience
How do we educate for peace in a context of pervasive social violence? This paper explores this question as it presents the development and evaluation of a South African peace education programme at pre-school level. The programme comprised a pre-school curriculum and a teacher development course and was developed in conjunction with a team of pre-school teachers from diverse backgrounds working in a variety of settings within two South African p…
Can ubuntu provide a model for citizenship education in African democracies
Some proponents of Africanism argue that African traditional education and the principles of ubuntu should provide the framework for citizenship education. While conceding that understandable concerns lie behind defences of ubuntu as underpinning African democracy, we argue that the Africanist perspective faces various problems and makes substantial errors: political, moral, epistemic and educational. While democracy and democratic citizenship ne…
Liberal feminism, cultural diversity and comparative education
For multiculturalists who favour a relativist approach, globalization and the increasing interconnectedness of societies pose a threat to cultural diversity. In this paper we show, through an exploration of the work of Martha Nussbaum, that a viable universalist feminism can accommodate a thin and so defensible version of multiculturalism. Nussbaum's treatment of culture in relation to women's education and the cultivation of capacities for world…
Cosmopolitan Justice: Education and Global Citizenship
Darrel Moellendorf argues that duties of justice have global scope. We share Moellendorf’s rejection of statism and his emphasis on duties of justice arising out of association in Cosmopolitan Justice. Building on Moellendorf’s view that there are cosmopolitan duties of justice, we argue that in education they are both negative and positive, requiring redistribution of educational resources and transnational educational intervention. We suggest w…
Democracy, Social Justice and Education: Feminist strategies in a globalising world
Recognising the relevance of Iris Marion Young's work to education, this article poses the question: given Iris Young's commitment to both social justice and to recognition of the political and ethical significance of difference, to what extent does her position allow for transnational interventions in education to foster democracy? First, it explores some of Iris Young's arguments on the relationship between democracy and social justice, with pa…
Changing Citizenship: Democracy and Inclusion in Education by Audrey Osler and Hugh Starkey
No abstract available
International students, export earnings and the demands of global justice
Is it just to charge international students fees that are generally much higher than those paid by home and European Union students at UK universities? Exploring the ethical tension between universities’ avowed commitment to social justice on the one hand and selling education to foreign students at a premium on the other, we argue that increased global association and the reduced salience of the sovereign state make the education of internationa…
Philosophy as a Basis for Policy and Practice: What Confidence Can We Have in Philosophical Analysis and Argument
The purpose of this article is to suggest how philosophy might play a key, if precisely delineated, role in the shaping of policy that leads educational development. The argument begins with a reflection on the nature of confidence in the relationship between philosophy and policy. We note the widespread resistance to abstract theorising in the policy community, disguising the enormous potential of a philosophical approach. Defending a philosophi…
Philosophy of Education and the Gigantic Affront of Universalism
In recent years anti-universalism has become a sine qua non for respectability in philosophy of education, along with several other disciplines. The standard philosophical view that morality involves universal values has been heavily attacked by proponents of ‘cultural relativism’, who dispute the claim that there are values or norms independent of cultural contexts and practices, insisting that all values and norms are culturally variable and di…
Philosophy of Education and the Gigantic Affront of Universalism
Journal Article Philosophy of Education and the Gigantic Affront of Universalism Get access Penny Enslin, Penny Enslin Search for other works by this author on: Oxford Academic Google Scholar Mary Tjiattas, Mary Tjiattas Search for other works by this author on: Oxford Academic Google Scholar Sharon Todd Sharon Todd Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 43, Issue 1, Feb…
Between Universalism and Universality: A Rejoinder to Sharon Todd
African Philosophy of Education: The Price of Unchallengeability
Political science (38 works) · Sociology (38 works) · Law (34 works) · Law (31 works) · Politics (21 works) · Philosophy (20 works) · Philosophy (20 works) · Social science (20 works) · Epistemology (18 works) · Higher education (18 works)