The Methodology and Philosophy of Collective Writing: An Educational Philosophy and Theory Reader Volume X (Educational Philosophy and Theory: Editor?s Choice)

This multi-authored collection covers the methodology and philosophy of collective writing. It is based on a series of articles written by the authors in Educational Philosophy and Theory; Open Review of Educational Research and Knowledge Cultures to explore the concept of collective writing.

Michael A. Peters is Distinguished Professor of Education at Beijing Normal University and Emeritus Professor at the University of Illinois. He is the Executive Editor of the journal Educational Philosophy and Theory. His interests are in education, philosophy and social policy, and he is the author of over 100 books, including The Chinese Dream: Educating the Future (2019), Wittgenstein, Education and Rationality (2020) and Wittgenstein: Antifoundationalism, Technoscience and Education (2020).

Tina Besley is Distinguished Professor in the Faculty of Education at Beijing Normal University. She is Founding President of the Association for Visual Pedagogies (AVP) and Immediate Past President of the Philosophy of Education Society of Australasia (PESA). She has published over 12 books and many articles and is Deputy Editor of Educational Philosophy and Theory and the Video Journal of Education and Pedagogy, and an Associate Editor for the Beijing International Review of Education. She works closely with Professor Michael A. Peters and with a wide international network of scholars.

Marek Tesar is an Associate Professor and Associate Dean International at the University of Auckland, New Zealand. He is Editor-in-Chief of Policy Futures in Education, Deputy Editor of Educational Philosophy and Theory and Access: Contemporary Issues in Education. His research is focused on philosophical methods, childhood studies and early childhood education, with expertise in the philosophy of education and childhood. His latest research is concerned with the construction of childhoods, and methodological and philosophical thinking around ontologies and the ethics of researching these notions.

Liz Jackson is Professor of Education at the Education University of Hong Kong. She is also President of the Philosophy of Education Society of Australasia and the former Director of the Comparative Education Research Centre at the University of Hong Kong. Here interests are in philosophy of education, moral philosophy, and global studies. She is the author of Muslims and Islam in US Education: Reconsidering Multiculturalism (2014), Questioning Allegiance: Resituating Civic Education (2019) and Beyond Virtue: The Politics of Educating Emotions (2020).

Petar Jandric (PhD) is Professor at the Zagreb University of Applied Sciences, Croatia, and Visiting Professor at the University of Wolverhampton, UK. His research interests are situated at the post-disciplinary intersections between technologies, pedagogies and the society, and research methodologies of his choice are inter-, trans-, and anti-disciplinarity. He is Editor-in-Chief of Postdigital Science and Education journal https: //www.springer.com/journal/42438 and book series https: //www.springer.com/series/16439. Personal website: http: //petarjandric.com/.

Sonja Arndt is a lecturer in the Melbourne Graduate School of Education at the University of Melbourne. Her research and scholarship intersect studies of childhood, early years education and philosophy of/in education. Sonja is the Vice President of the Philosophy of Education Society of Australasia (PESA), Deputy Editor of Policy Futures in Education, Associate Editor of Educational Philosophy and Theory and co-editor of the book series Children: Global Posthumanist Perstpectives and Materialist Theories.

Sean Sturm leads the Higher Education Programme at the School of Critical Studies in Education at the University of Auckland. He is the Editor of Knowledge Cultures, Deputy Editor of PESA Agora and the Book Reviews Editor of Educational Philosophy and Theory. His research explores the nexus of critical university studies, settler studies and writing studies.