About the Book
The Oxford Encyclopedia of Philosophy of Education provides a comprehensive, global, invitational, and accessible overview of contemporary issues in the field of philosophy of education. It includes a wide range of topics, ideas, and diverse perspectives from around the world, and features an
editorial board composed entirely of women. Each chapter is an in-depth exploration of a philosophical topic or issue relevant to teaching, education, pedagogy, and/or schooling. Authors include well-known and emerging scholars who write in invitational ways to a non-specialist audience. Taken
together, the Encyclopedia's authors illuminate the kinds of questions that philosophers ask about education and schooling, and the tools and resources they bring to bear on these questions. They show the ways in which educational philosophers uncover fundamental assumptions, describe relationships
among ideas, analyze concepts, unpack taken-for-granted claims, connect disparate viewpoints, identify the validity and consistency of claims, unsettle common sense, propose hypothetical experiments, provide critical commentary on ideas, render givens as contingent, explore the interactions of
ideas and experience, and offer alternative possibilities. The Oxford Encyclopedia of Philosophy of Education is organized into ten sections: philosophical traditions and explorations in education; non-Western, indigenous, and post/decolonial philosophies of education; race, gender, sexuality, and marginalized perspectives; globalization, democracy, and
citizenship education; ethics, justice, morality, and character education; philosophical issues in research and educational practice; philosophical issues and controversies in K-12 education; philosophy of childhood, parenting, upbringing, and formation; philosophical issues in arts and aesthetics
in education; and contemporary topics and issues in philosophy of education. This combination of breadth and depth makes The Oxford Encyclopedia of Philosophy of Education an important and essential guide to the complex philosophical issues informing all facets of education today.
About the Author:
Kathy Hytten is a Professor in the Department of Educational Leadership and Cultural Foundations at the University of North Carolina Greensboro (UNCG) and Program Director for the Doctorate in Education (EdD) program. After receiving her PhD in Social Foundations of Education, specializing in
Educational Philosophy, from the University of North Carolina at Chapel Hill, Kathy spent 17 years as a professor at Southern Illinois University Carbondale before moving to UNCG in 2013. Kathy teaches graduate courses in democracy and education, qualitative research, philosophy of education,
sociology of education, cultural diversity, ethics and social justice, race, equity, and educational leadership. In her research, Kathy aims to make theoretically abstract ideas useful, accessible, and meaningful to prospective and practicing educators and administrators. Towards that end, she has
published essays on diversity, ethics, hope, cultural studies, whiteness theory, globalization and education for social justice and democracy. Her work has appeared in a variety of books and journals, including Democracy and Education, Educational Theory, Education and Culture, Educational Studies,
Equity and Excellence in Education, Educational Foundations, International Journal of Qualitative Studies in Education, Philosophy of Education, Journal of Philosophy of Education, and the Journal of Curriculum Studies. Kathy is a Past-President of the Philosophy of Education Society (2019) and the
American Educational Studies Association (2009).
