Philosophy of education is bent

Cris Mayo

Research output: Chapter in Book/Report/Conference proceedingChapter


Troubled times in education means that philosophers of education, who seem to never stop making defenses of our field, have to do so with more flexibility and a greater understanding of how peripheral we may have become. The only thing worse than a defensive philosopher is a confident and certain philosopher, so it may be that our very marginality will give us renewed energies for problematizing education. Occupying our marginal position carefully and in concert with other marginal inquiries, I think, will do our field good. Because of its attention to what it takes to be willing to learn and to approach theoretical and real world obstacles with open if cautious interest, philosophy of education is about holding concepts and movements in tension, bending the implications of commonplace, commonsensical ideas about education, and carefully examining the all of these maneuvers for the exclusions they wittingly and unwittingly produce. Problematizing the certainties derived from majoritarian positions, be it whiteness, Westernness, or any other dominant perspective, can provide us with a diversity of claims to scrutinize and epistemological positions to be wary of.

Original languageEnglish (US)
Title of host publicationMaking Sense of Education
Subtitle of host publicationFifteen Contemporary Educational Theorists in their own Words
Number of pages6
ISBN (Electronic)9789400740174
ISBN (Print)9400740166, 9789400740167
StatePublished - Dec 1 2012


  • Accountability
  • Marginality
  • Philosophy of education
  • Queer

ASJC Scopus subject areas

  • General Social Sciences


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