"Researching Practices Across and Within Diverse Educational Sites" explores the role of educational research in uncertain, risky times. Researching practices and their consequences transpire unpredictably, depending on how we set about to understand these practices. The authors consider the unknowns in research action, and what promises…

This article introduces an analytic strategy or thinking tool called the 'What's the Problem Represented to be?' (WPR) approach and suggests its usefulness for reflecting on important debates in music education. First developed as a mode of policy analysis, WPR has since been adopted in many fields and topic areas. The WPR approach consists of…

This article considers the realm of knowledge in early childhood education (ECE); what knowledge is valued, and how different types of knowledge position children and educators. To this end, two different examples of practice informed by different types of knowledge are provided: one from an educator working in a long day care service (Duncan) and…

Contemporary epistemologists of education have raised concerns about the distorting effects of some of the processes and structures of contemporary academia on the epistemic practice and character of academic researchers. Such concerns have been articulated using the concept of epistemic corruption. In this article, we lend credibility to these…

This critical discussion paper explores the epistemic governance of "community readiness" in and for teacher education. Classroom ready is often interpreted as technical skill which places emphasis on practice to the detriment of more complex interpretations of the relational nature of teachers' work, leading to a potential narrowing of…

Working in an Institute that centres Indigenous epistemologies and ontologies provides a challenge for the ongoing development of our understandings of Indigeneity and how we embed and embody these understandings. It also creates the opportunity for reflection and development both of pedagogical principles, as well as construction. Trends within…

This paper outlines the development of a new Indigenous research methodology: Indigenous Literature Re-view Methodology (ILRM). In the rejection of the idea that Western, dominant forms of research 'about' Indigenous peoples are most valid, ILRM was developed with aims to research in ways that give greater emphasis to Indigenous voices and…

The focus of this article is on the impacts of COVID-19 related manifestations of post-truth in educational settings in Australia. Within this context, there has been a reorientation of how wellbeing and academic achievement within schools reflect on broader trends within the general public, at local, state and national scales. Individual and…

This paper uses a Gwen Harwood poem to open up questions of "knowing" around the teaching of Literature. Following our own brief reading of the poem, we particularly discuss ways in which questions of knowing/knowledge have been considered in Literature teaching historically, such as: - the binary of "knowledge" and…

In this position paper we consider the significance of global climate activism by children and young people in the light of ongoing western adult-centric policies and educational practices that largely continue to exclude Indigenous perspectives. Reflecting on the implications of this hegemony in the face of the convergent crises of climate and…

Colonial settler societies' differing concepts and experiences of time entangle in enactments of curriculum knowledge and the governing of human subjects. This article examines how an Anglo-Eurocentric historical representation of time is used as a principle of reason to establish the conditions of epistemic progress through the curriculum and…

The negative positioning of Indigeneity and the dominant Eurocentric structures entrenched in schooling structures in Australia continues to impact educational success for Aboriginal and Torres Strait Islander young people. This deficit discourse of Indigeneity and imposed structures, such as policy, are key factors in the educational success, or…

In this commentary, various expert authors offer their ideas on indigenous research in the philosophy of education and PESA's role from an indigenous perspective. Georgiana Stewart is the first author to step forward and explain that education is based on knowledge, and so education is centrally concerned with literacy and identity. Stewart goes…

Within the broad landscape of early childhood education and care politics and policies, calling quality reform into question is a political act. As numerous scholars have pointed out, policy structures that measure and identify what constitutes quality (and what does not) are not value-free and reflect neoliberal human capital economic agenda…

This collective paper on radicalization and violent extremism part of the 'Philosophy of education in a new key' initiative by "Educational Philosophy and Theory" brings together some of the leading contemporary scholars writing on the most pressing epistemological, ethical, political and educational issues facing post-9/11 scholarship…