Articles | Gert Biesta

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Biesta, G.J.J. (under contract). World-centred education. London/New York: Routledge.

refereed publications

(journal articles)

(in press)

Apple, M.A., Biesta, G., Bright, D., Giroux, H.A., Heffernan, A., McLaren, P., Riddle, S. & Yeatman, A. (accepted for publication 8 March 2022) Reflections on contemporary challenges and possibilities for democracy and education. Journal of Educational Administration and History.

Biesta, G. (2022/online). The school is not a learning environment: How language matters for the practical study of educational practices. Studies in Continuing Education

Biesta, G. (2022/online). Reclaiming a future that has not yet been: The Faure report, UNESCO’s humanism, and the need for the emancipation of education. International Review of Education; Journal of Lifelong Learning.

Biesta, G., K. Heugh, H. Cervinkova, L. Rasiński, S. Osborne, D. Forde, A. Wrench, J. Carter, C.A. Säfström, H. Soong, S. O’Keeffe, K. Paige, L.-I. Rigney, L. O’Toole, R. Hattam, M.A. Peters & M. Tesar (2022/online). Philosophy of education in a new key: Publicness, social justice, and education – a south-north conversation. Educational Philosophy and Theory.

Biesta, G. (in press). School-as-institution of school-as-instrument? How to overcome instrumentalism without giving up on democracy. Educational Theory.

Siegel, S. & Biesta, G. (in press/online/2022). The problem of educational theory. Policy Futures in Education

Biesta, G. (in press/online) Back to school! A future for the university post-Covid-19. As part of an EPAT Collective Project, Reimagining the new pedagogical possibilities for universities post covid-19. Educational Philosophy and Theory. [published on-line 26 June 2020]

2022 (published)

236 Siegel, S. T. & Biesta, G. (2022). El problema de la Teoría de la Educación. Teoría de la Educación. Revista Interuniversitaria, 34(1), 33-48.

235 Biesta, G. (2022). Why the form of teaching matters: Defending the integrity of education and of the work of teachers beyond agendas and good intentions. Revista de Educación 395, January-March, 13-33. DOI: 10.4438/1988-592X-RE-2022-395-519

234 Biesta, G. (2022). Por qué la forma de la enseñanza importa: una defensa de la integridad de la educación y del trabajo de los profesores más allá de programas y buenas intenciones. Revista de Educación 395, 13-34. DOI: 10.4438/1988-592X-RE-2022-395-519

234 Biesta, G. (2022). Have we been paying attention? Educational anaesthetics in a time of crises. Educational Philosophy and Theory 54(3), 221-223.

2021 (published)

233 Biesta, G. (2021). Arriesgarnos en educación: la cualificación, la socialización y la subjetivación, revisadas. (Trans. Carlos Magro Mazo). Boletín de la Institución Libre de Enseñanza No 123-124. Diciembre 2021.

232 Biesta, G. (2021). The three gifts of teaching: Towards a non-egological future for moral education. Journal of Moral Education 50(1), 39-54.

232 Biesta, G. (2021). Recuperar o coração democrático da educação. Educação Unisinos 25.

231 Osberg, D.C. & Biesta, G. (2021). Beyond curriculum: Groundwork for a non-instrumental theory of education. Educational Philosophy and Theory 53(1), 57-70.

2020 (published)

230 Biesta, G. & van Braak, M. (2020). Beyond the medical model: Thinking differently about medical education and medical education. Teaching and Learning in Medicine 32(4), 449-456. DOI: 10.1080/10401334.2020.1798240

229 Biesta, G.J.J. (2020). Risking ourselves in education: Qualification, socialisation and subjectification revisited. Educational Theory 70(1), 89-104. DOI: 10.1111/edth.12411

228 Hannam, P., Biesta, G., Whittle, S. & Aldridge, D. (2020). Religious literacy: A way forward for religious education? Journal of Beliefs and Values 41(2), 214-226. DOI: 10.1080/13617672.2020.1736969

227 Heimans, S. & Biesta, G. (2020). Rediscovering the beauty and risk of education research and teaching: an interview with Gert Biesta by Stephen Heimans. Asia-Pacific Journal of Teacher Education 48(2), 101-110. DOI: 10.1080/1359866X.2020.1731422

226 Biesta, G.J.J. (2020). Can the prevailing description of educational reality be considered complete? On the Parks-Eichmann paradox, spooky action at a distance, and a missing dimension in the theory of education. Policy Futures in Education 18(8), 1011-1025. DOI: 10.1177/1478210320910312

225 Biesta, G.J.J. (2020). What constitutes the good of education? Reflections on the possibility of educational critique. Educational Philosophy and Theory 52(10), 1023-1027. DOI: 10.1080/00131857.2020.1723468

224 Biesta, G,J,J. (2020). Perfect education, but not for everyone: On society’s need for inequality and the rise of surrogate education. Zeitschrift für Pädagogik 66(1), 8-14.

223 Biesta, G. (2020). “Prepararse para lo incalculable” Deconstrucción, justicia y la pregunta por la educación (Trad. C. Valenzuela y D. González). Pedagogía y Saberes, 52, 11–25. DOI: https://doi.org/10.17227/pys.num52-8619

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