Graduate Student Essay Contest: The Center for Ethics and Education at UW-Madison

The Center for Ethics and Education is pleased to announce an essay competition for graduate students. The Center is looking for essays that use philosophical insight and argument to address an important issue in educational policy and/or practice. The problem the essay addresses might arise in early childhood education, compulsory education, or post-secondary education, or in the way children are raised in families. 

The deadline for submission is June 10, 2019 at 5pm

First Prize: $3000

Second Prize: $2000

Third Prize: $1000

All details can be found at their website:

What is it like at NAAPE? A glimpse from the 2018 Kabango Fellows

Wondering what it is like to attend the NAAPE conference? The 2018 Kabango Fellowship winners provide a glimpse into their experiences last year:

Ini Periodi - K-12 Teacher

The Creative School, Bangalore, India

I was quite nervous on the first day of the conference because it was my first solo trip abroad, in addition to it being my maiden trip to the US. It was, of course, overwhelming and intimidating being surrounded by scholars from all across the world with much more experience and credibility in the field. But I remember how warm and welcoming everyone was and how this had put me at ease immediately. I had the space to be myself, go at my own pace and make the most out of this opportunity. 

The conference for me at many levels reiterated the importance of having both micro and macro pictures. Being a teacher, it is often easy to lose sight of the bigger picture or larger questions, because we are in the middle of it all. Each day is filled with its own set of challenges that need to be dealt with some kind of immediacy. So the conference, especially for a teacher, makes it possible, to question the relevance of everything we do (with our students, in classrooms, with colleagues etc) and gain clarity about why we do what we do and test them against these larger philosophical questions about education.  

The conversations and discussions outside the panels and time dedicated to that were invaluable. I had the opportunity to interact with a wonderful variety of people both individually and in groups. It is inspiring to hear what other people are doing, and it is as rewarding and insightful to get a chance to talk about your own work and have people listen to it with interest and respond. 

In many ways, it both opened my heart to new possibilities but also made me feel extremely rooted in what I'm already doing. I'm grateful for that.


Rena Goldstein

University of California, Irvine | Website

Attending a conference on philosophy and education is itself a stimulating experience. At the North American Association for Philosophy & Education (NAAPE), conversations ranged from anarchism and post-Trumpian politics, to character education, epistemology, and the fundamental aims of education. On the peaceful grounds at the University of St. Mary of the Lake in Mundelein, IL, discussion occurred not just during panels, but also over shared meals and on walks around St. Mary’s Lake. The meditative environment of the seminary added depth to our interactions. I came away with new friends, some who I coordinated with to present on panels at other conferences. I also came away with fruitful intellectual and professional development.

By holding a Graduate & Early-Career Scholar Pre-conference, the conference organizers saw to it that graduate students had professional development opportunities. They invited philosophy and education professors to talk about the job market from the perspective of hiring committees. Tony Laden (UIC Department of Philosophy) gave pointed advice about how to be attractive to philosophy departments; Mark Schroeder-Strong (Educational Foundations, UWisconsin) and Bryan Warnick (Education, The Ohio State University) shared pointers to those pursuing education professorships; and Derek Attig (University of Illinois at Urbana-Champaign) spoke about graduate-career development. On another panel, we heard from editors at the Journal of Philosophy of Education, Journal of Moral Education, on_education,and The Point. They gave advice about getting published and were approachable after the panel to discuss project ideas.

The overall atmosphere was friendly, open, and intellectually stimulating. Because we shared three meals a day together, graduate students could more naturally interact with tenured faculty and journal editors. The conference hosted a fabulous reception with live music each evening, so we had ample ways to continue philosophical conversations from earlier in the day. I sincerely enjoyed both the atmosphere as well as the mix of scholars from both fields.


Natalia Rogach

Columbia University

I had the pleasure of attending the NAAPE Conference and the honor of being a Kabango scholar in Fall 2018. Based on my experience, I would definitely encourage other graduate students in philosophy to come to the conference. First and most important, this was a great opportunity to meet other scholars working in philosophy of education and to discover more about interesting new work in this area. This kind of exploration can lead to generating new ideas and to building lasting relationships with colleagues in this and adjacent fields. The talks at the conference covered a vast array of areas - whatever your specific interest in philosophy of education, you are likely to find something interesting and relevant to your own thinking. In addition, this was a great opportunity to practice sharing ideas and to receive constructive feedback. Finally, there were some sessions specifically designed for early career scholars (on publishing and finding jobs), which graduate students would find particularly helpful. For all these reasons, I highly recommend the NAAPE Conference and I am very grateful for having had the opportunity to be part of this enriching and thought-provoking event.


Call for Papers: Society for Values in Higher Education | Loyola University Chicago | July 2019

The Society for Values in Higher Education has announced their CFP for the July 10-14, 2019 95th Annual Meeting. This years’ topic: “The Conflict of the Faculties: Scarcity and Competition in Higher Education”. See the details in the announcement below.


Check out the updated website!

Hello Everyone!

If you have not yet seen the updates to the NAAPE website, please do check them out. We’ve added photos from the inaugural conference, as well as details pertaining to the 2019 Conference. You can access that information here. And, of course, expect to hear from us and see more content added in good time.

Until then, all the very best,

NAAPE Executive Committee

Final Conference Program Available!

Dear Friends:

We are happy to report that the Inaugural Conference Program is available on the website for view and pdf download. The conference is fast approaching and we hope you are as eager as we are for what will be a lovely time together. We very much look forward to seeing you all there and anticipate a rich, refreshing, and inspiring time.

All good wishes,

The NAAPE Executive Committee

Last Call for PESNA 2018 Conference Registration! (October 10 Deadline)

The North American Association for Philosophy and Education (NAAPE) invites you to register for its upcoming inaugural conference on October 26th to 28th, 2018. PESNA 2018 will be held at the beautiful University of St. Mary of the Lake, just outside of Chicago. Conference fees include full room and board, evening drinks, and access to the University's grounds, including the gymnasium, tennis courts, library, and lakefront promenade. The last day to register with a guarantee of your room choice is October 10, 2018 at 11:59PM CDT (GMT -5). We encourage you to register for the conference soon, since we expect to fill our room capacity at the conference site. Registration pricing includes meals, snacks, hors d'oeuvres, coffee & tea and alcoholic beverages throughout the conference.

Assistant/Associate Professor Job Posting, Marquette University

Marquette University invites applications for a tenure-track, assistant/associate professor in the Department of Educational Policy and Leadership in the College of Education with a specialization in educational leadership and policy. Our department is committed to social justice, high quality research, and the preparation of exemplary leaders in both K-12 and higher education. This is a broad search, with attention to leadership for equity and justice. 

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Final PESNA Conference Program Posted!

We are delighted to announce that the conference program for NAAPE 2018 has now been posted on our website. If you saw the former draft, please note that there have been a few changes to the schedule on Friday and Saturday following our arrangements with the catering service for the conference dinners.

If you have not yet registered, it is not too late! Be sure to do so by October 10, at 11:59 PM (CST)

Notice: History of Education Review (Australia) Reviewing Journal Direction & Accepting Submissions

The new editorial team is reviewing the direction of the journal and widening its remit to include fields cognate to the study of the history of education and to promote greater dialogue across the diverse fields of historical inquiry…particularly encourage submissions from early career scholars

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AERA | Minority Dissertation Fellowship Program in Education Research

The American Educational Research Association (AERA) is pleased to announce the AERA Minority Dissertation Fellowship in Education Research. The Council of the AERA established the fellowship program to provide support for doctoral dissertation research, to advance education research by outstanding minority graduate students, and to improve the quality and diversity of university faculties. This fellowship is targeted for members of racial and ethnic groups historically underrepresented in higher education (e.g., African Americans, Alaskan Natives, American Indians, Asian Americans, Hispanics or Latinos, and Native Hawaiian or Pacific Islanders). This program offers doctoral fellowships to enhance the competitiveness of outstanding minority scholars for academic appointments at major research universities. It supports fellows conducting education research and provides mentoring and guidance toward the completion of their doctoral studies.

Call for Proposals

Award Period
Each fellowship award is for 1 year, beginning July 1, 2019 or later, and is nonrenewable. This fellowship program is intended as a write-up fellowship. Fellowships are awarded for doctoral dissertation research conducted under faculty sponsorship in any accredited university in the United States.

Eligible graduate students for the AERA Minority Dissertation Fellowship in Education Research will be at the writing stage of their dissertation by the beginning of the fellowship. The dissertation study should focus on an education research topic such as high stakes testing; ethnic studies/curriculum; tracking; STEM development; measurement of achievement and opportunity gaps; English language learners; or bullying and restorative justice. Applicants can come from graduate programs and departments in education research, the humanities, or social or behavioral science disciplinary or interdisciplinary fields, such as economics, political science, psychology, or sociology.

Fellows are required to provide proof of advancement to candidacy at the beginning of the award period. Applicants must work full-time on their dissertations and course requirements and should be in the writing stage of their dissertation. This program is open to U.S. citizens and permanent residents who are members of racial and ethnic groups historically underrepresented in higher education (e.g., African Americans, Alaskan Natives, American Indians, Asian Americans, Hispanics or Latinos, and Native Hawaiian or Pacific Islanders).

See more at their website:

Tenure Track / Tenured Faculty Member Teacher Education, Teacher Policy, and the Context of Urban Teaching UCLA

Tenure Track / Tenured Faculty Member
Teacher Education, Teacher Policy, and the Context of Urban Teaching UCLA

The Department of Education at the University of California, Los Angeles announces an Open Rank position for a tenure-track/tenured faculty member who specializes in teacher education broadly defined. We seek a person who can help us think “outside the boxes” of traditional approaches to teacher preparation, while helping us to navigate the current policy context. Candidates should have an active program of research on issues relevant to teacher preparation, informed by a clear stance on equity, diversity, and social justice in urban schools, and a transformative vision of education. Specific interests could include teacher policy, the recruitment and retention of quality teachers (especially teachers of color), approaches to teacher education that unite theory and practice in innovative ways, community-based teacher preparation, and/or ways of supporting schools in recognizing, sustaining and building on community cultural wealth, among other things. Of additional importance is a history of experiences in urban schools, working with immigrants, English Learners, foster youth, racialized/minoritized/LGBTQ students, and those living in under-resourced neighborhoods.

The faculty member will teach both in the Center X Teacher Education Masters’ program and one of four Education Department divisions with academic doctoral programs relevant to K-12 schooling. Center X prepares pre-service teachers with the theory, methods, and field experiences to teach for social justice in urban Los Angeles schools. The four divisions most relevant to K-12 focus are Human Development and Psychology, Social Research Methodology, Social Sciences and Comparative Education, and Urban Schooling. As a member of one of these divisions, the successful candidate will teach doctoral courses and advise Ph.D. students in the areas most pertinent to teacher education, teacher policy, and/or the context of urban teaching.

QUALIFICATIONS: A doctorate in education or a related field. We strongly encourage applicants to apply whose doctorate or research specialization is in Teacher Education or a related field; experience with public schools (K-12); a record of research and scholarly publications commensurate with appointment level; ability to teach and advise students at the graduate level in both scholarly and teacher education programs; a strong commitment to teacher education, social justice, and educational equity for students in urban schools, and a willingness to generate extramural funding for research.

SALARY: Commensurate with qualifications and experience.
START DATE: July 1, 2019 (teaching duties start late September 2019).

TO APPLY: Apply online at Required documents include (a) cover letter, (b) CV, (c) statement of research, (d) statement of teaching (e) an equity, diversity, and inclusion (EDI statement) that describes the candidate’s past, present, and future (planned) contributions to equity, diversity, and inclusion, (e) the contact information of three-five individuals who will write letters of recommendation (all individuals will be asked to provide letters of recommendations), and (f) sample publications (2-required, but may submit a total of 3).

Sample guidance for EDI statement: process/faculty-search-committee-resources/sample-guidance/.

Applications will be accepted via the UC Recruit website beginning September 21, 2018. The deadline for applications to be submitted is November 1, 2018.
FOR MORE INFORMATION: Contact Prof. Marjorie Faulstich Orellana, Search Committee Chair,

The University of California is an Equal Opportunity/Affirmative Action Employer. All qualified applicants will receive consideration for employment without regard to race,color, religion, sex, sexual orientation, gender identity, national origin, disability, age or protected veteran status. For the complete University of California nondiscrimination and affirmative action policy see: UC Nondiscrimination and Affirmative Action Policy,

The Center for Ethics and Education | Up to $40,000 Research Grant in Philosophy and Education

As stated on their website…

The Center for Education and Ethics announces a new grant program. The Center will make awards of up to $40,000 for research projects in philosophy as it relates to educational policy and practice. We encourage applicants to understand educational policy and practice in broad terms, including issues that directly relate to K-12 schools and higher education institutions, but also concerning policies that influence children’s growth and development in the family and other institutions. We also encourage diverse kinds of philosophical research ranging from the highly abstract to the highly applied. Proposals might concern any of the following topics:

  • the proper content of moral education and of the rights of parents to choose its content

  • the place of religion in schools

  • justice and efficiency in the allocation of public funds across schools and school districts

  • the content of the curriculum

  • the commercialization of schools and childhoods generally

  • the obligations to students with special educational needs

  • the proper content of sex education in particular and “education for living” more generally (concerning e.g., parenting, financial self-management) and the extent to which it is right for schools to defer to parental preferences regarding these matters

  • the moral rights of school students to privacy, to freedom of expression, to freedom of association

  • the rights and obligations of teachers with respect to abusive or violent children

  • should schools cultivate the virtues needed to sustain a democratic society, and if so, what are they and how is this best done given the other values schools should realize and pursue

  • ethical considerations in college admissions and enrollment

We emphasize that this list is illustrative and not exhaustive.

Society for the Philosophical Study of Education CFP

The SPSE 2018 Program Committee invites philosophically oriented papers related to education in the widest sense for presentation at its Annual Meeting. Deadline for submission is 01 OCTOBER 2018. Topics include, but are not limited to, the following: 

  • educational history and philosophy
  • critical theories and pedagogies
  • philosophies of teaching, learning and knowing
  • non-western philosophies of education
  • educational reform in theory and practice
  • social (re)construction and education
  • technology and education
  • evidence and assessment
  • disciplines and disciplinarity

For more information on this call, click here, or visit their Facebook page here:

You can also contact Thomas Falk for further questions:

Job Posting - University of Kentucky

The Department of Educational Policy Studies and Evaluation in the College of Education at the University of Kentucky is inviting applications for a tenure-track associate professor position in Philosophy of Education. The appointment is a nine-month appointment, effective August 16, 2018.

Candidates should be prepared to contribute to public policy debates around local, state, national, and international educational issues in equity, access, effectiveness and of P-20 education. Candidates should be able to work in an interdisciplinary and collaborative environment to study the multiple contexts and competing interests represented in such critical arenas as ethics; educational policy formation; curriculum development and implementation; school reform; and education in social and cultural context. More info here:[IDX]=108118-CU180620m-8e&oid=1269752