We will be listing here a selection of online material – texts, talks and interviews that explore further the notion and potential of conflict. Many of these ressources have been authored by our speakers. This material inspired and helped us to prepare the conference and we hope that you will find this reader useful.
Akay, L. (2016). Fighting back against the government’s silencing of Muslim women. The F-Word.
Andrews, K. (2017). British Education Does Perpetuate Racism. Debate at the Oxford Union (video).
Andrews, K. (2016, October 6). The Black Studies Movement in Britain. The Black Scholar.
Andrews, K. (2016, May 20). At last, the UK has a black studies university course. It’s long overdue. The Guardian.
Andrews, K. (2015). The Black Studies Movement in Britain: Addressing the Crisis in British Academia and Social Life. in Alexander, C. & Arday, J. (eds.), Aiming Higher. Race, Inequality and Diversity in the Academy, London, Runnymede.
Bala, S. & Zangl, V. (2015). Dramaturgies of Humour in the Performance of Protest. European Journal of Humour Research, 3(2/3), 7-17.
Zangl, V. & Bala, S. (2015). Editorial: Humour in Art and Activism. European Journal of Humour Research, 3(2/3), 1-6.
Baum, T. (2017). Kant’s conditions for peace: a critical approach. In Praet, D. (ed.), Philosophy of War and Peace (pp.145-154.) , Brussels: VUB Press.
Baum, T. (2017), Air Wars. In The Art of War, Amsterdam: Amsterdam University Press.
Baum, T. (2017), The paradox of policy-oriented research. In Yearly Report 2016, Brussels: Flemish Peace Institute.
Biesta, G. (2011). The Ignorant Citizen: Mouffe, Ranciere, and the Subject of Democratic Education. Studies in Philosophy and Education, 30 (2), 141-153.
Biesta, G. (2011). Learning Democracy in School and Society, Sense Publishers, Rotterdam/Boston/Taipei.
Author Interview: Gert Biesta, Philosophy of Education Society Great Britain.
Pañellas, M., Alguacil, M., & Boqué, M.C. (2013). Students’ perception of their participative role in the university. Journal of International Scientific Publication: Educational Alternatives, 11 (1), 373-392.
Boqué, M.C., Pañellas, M., Alguacil, M. (2013). Citizenship Education and Human Rights in the Spanish Primary School Curriculum: the Teacher’s Point of View. Literacy Information and Computer Education Journal, 4(4), 1129-1136.
Crouch, C. (2016). The familiar axes of politics are changing, with momentous consequences. First published in Juncture, the journal of politics and ideas of the Institute of Public Policy and Research (IPPR).
Dillabough, J. & Yoon, E. (2017). Youth geographies of urban estrangement in the Canadian city: risk management, race relations, and the sacrificial stranger. Children’s Geographies. 6, 1-15.
Englund, T. (2016). On moral education through deliberative communication. Journal of Curriculum Studies, 48(1), 58-76.
Englund, T. (2006). Deliberative communication- a pragmatist proposal. Journal of Curriculum Studies, 38 (5), 503-520.
Evans, B. (2017, February 23). Humans in Dark Times. New York Times.
Evans, B., Lennard N. (2015, December 16). Thinking Against Violence. New York Times.
Pollard, T. J., (2014). Education, the Politics of Resilience, and the War on Youth: A Conversation with Brad Evans. The Review of Education, Pedagogy, and Cultural Studies, 36, 193–213.
Even-Zohar, J. (2016). Deepening the discussion is the only way out of radicalisation, United Against Racism.
Even-Zohar, J. Moving History, Online lecture, Sharing Perspectives Foundation.
Even-Zohar, J. (2013). Shape a global future – teach history beyond identity, TEDxAmsterdam [YouTube].
Fox, C. (2016, November 12). Post-truth politics? Don’t be so patronising. The Spectator.
Fox, C. (2016, June 4). Generation Snowflake: how we train our kids to be censorious cry babies. The Spectator.
Fox, C. (2015). The Battle in the Classroom. Institute of Ideas.
Jarness, V. & Friedman, S. (2016). I’m not a snob but…: Class boundaries and the downplaying of difference. Poetics.
Friedman, S. (2013). The Divisive Power of Humour: Comedy, Taste and Symbolic Boundaries. Cultural Sociology, 7(2), 179–195.
Friedman, S. (2013, October 1). ‘Working’ for your laughter: the rise of the British Comedy Snob, Discover Society.
Friedman, S. (2011). The cultural currency of a ‘good’ sense of humour: British comedy and new forms of distinction. The British Journal of Sociology, 62(2).
Hakvoort, I. & Friberg, B. (2015) (eds.). Konflikthantering in professionellt lärarskap (Conflict Resolution in Professional Teaching (third edition)). Malmö: Gleerups.
Hakvoort, I. & Olsson, E. (2014). The School’s Democratic Mission and Conflict Resolution: Voices of Swedish Educators. Curriculum Inquiry, 44(4), 531-552.
Hakvoort, I. (2010). The conflict pyramid: a holistic approach to structuring conflict resolution in schools. Journal of Peace Education, 7 (2), 157-169.
Hoque, A. (2017, July-August). Calm Amidst the Chaos, The Teacher, National Union of Teachers.
About how educators should respond with their pupils in the event of wider terrorist activities? Should they ignore or tackle these issues within the classroom?
Hoque, A., (2015). Knowing our students’ identities: British Bangladeshis in east London schools. Race Equality Teaching, 33 (1).
About the complexity and fluidity of youth identity affecting young Bangladeshis from East London and how schools should allow spaces for pupils to explore and discuss their complex identities within the classroom.
Hoque, A.(2015, September). Young British Muslims alienated by ‘us versus them’ rhetoric of counter-terrorism, The Conversation.
About how counterproductive the Prevent Strategy is as it establishes an Us vs Them mentality among young British Muslims.
Horvat, S. (2017, July 6). We came to Hamburg to protest about G20 – and found a dystopian nightmare. The Guardian.
Horvat, S. & Stiks I. (2015). Radical Politics in the Desert of Transition, Verso Books Blog.
Horvat, S. & Varoufakis, Y. (2016). Discussion “First they came for Assange”, Bozar, Brussels.
Husni-Bey, A. (2017). The Reading, Interview, Radio Papesse
The artist presents her recent project for the Italian Pavillion at the 57th Art Biennale in Venice.
Husni-Bey, A. (2014). Postcards from the Desert Island. Video interview, Kadist Foundation.
In conversation with curator and writer Ilaria Gianni, the artist presents her video installation, which documents the children’s organisational methods, their approaches to the problematics raised by self-governance and by the possibility of imagining institutions and social relations from scratch.
Husni-Bey, A. (2013). The Inclusion, Interview, David Roberts Art Foundation.
The artist talks about her practice and profound interest in radical pedagogy as a foundation for alternative social imaginaries.
Ilan, J. (2013). Street social capital in the liquid city. Ethnography, 14(1), 3–24.
Understanding the lives of marginalized young people means that we can understand what they gain from their friendship groups, rather than automatically problematizing them as ‘gangs’
Ilan, J. (2015, September 4). Why Middle-class Kids Are Dressing Like LA ‘Gang Bangers. Huffington Post.
Ilan, J. (2017). Street Cultures, A chapter in Oxford Research Encyclopaedia
Khan, O. (2015). #RhodesMustFall: A Movement for Historical and Contemporary Recognition of Racial Injustice (in 2 parts), Runnymede Trust Blog.
Koczanowicz, L. (2013). Education for Resistance, Education for Consensus?. In Szkudlarek T. (eds.), Education and the Political. Comparative and International Education (A Diversity of Voices). SensePublishers, Rotterdam.
Koczanowicz, L. (2011). Beyond dialogue and antagonism: a Bakhtinian perspective on the controversy in political theory. Theory and Society, 40 (5), 553–566.
Kulz, C. (2015). Mapping the Exclusion Process: Inequality, Justice and the Business of Education. Communities Empowerment Network, 100 p.
Kulz, C. (2014). ‘Structure Liberates?’: mixing for mobility and the cultural transformation of ‘urban children’ in a London Academy. Ethnic and Racial Studies, 37 (4).
Mårdh, A. &
Mirza, H. S. (2014/2015). Decolonising higher education: Black feminism and the intersectionality of race and gender. Journal of Feminist Scholarship, 7/8.
Mirza, H. S. and Meetoo, V. (2012). Respecting Difference: Race, Faith and Culture for teacher educators. IOE Press: Bloomsbury, London.
Arday, J. and Mirza, H. S. (2018). Dismantling Race in Higher Education: Racism, whiteness and decolonizing the academy, Palgrave McMillan.
Moallim, A. (2016). Understanding & Tackling Islamophobia & Radicalisation in the UK. Unpublished student dissertation, Metropolitan University London.
Modood, T. (2017). Intercultural public intellectual engagement. in F. Mansouri (ed.), Interculturalism at the crossroads. Comparative perspectives on concepts, policies and practices, Paris: UNESCO.
Modood, T. (2015, January 12). In remembering the Charlie Hebdo Attack we mut not forget the responsibility that goes with free speech. LSE Public Policy.
Modood, T., Hansen, R., Bleich, E., O’Leary,B. & Carens, J. (2006). The Danish Cartoon Affair: Free Speech, Racism, Islamism, and Integration. International Migration, 44(5).
Mörsch, C. (2011, Spring). Alliances for Unlearning. On Gallery Education and Institutions of Critique, Afterall Journal.
Mörsch, C. (2012). Working in a Field of Tensions 2:Targeting and the Paradox of Recognition. Time for Cultural Mediation. Institute for Art Education der Zürcher Hochschule der Künste.
O’Donnell, A. (2017). Experimentation in Institutions: Ethics, Creativity, and Existential Competence. Studies in Philosophy and Education, February 2017, 1-16.
Articles from the personal blog at www.eddieplayfair.com :
Playfair, E. (2017). The habits of democracy.
Playfair, E. (2016). Citizenship education and British values.
Playfair, E. (2015). Colleges and violent extremism.
Playfair, E. (2014). Post-16 citizenship.
Playfair, E. (2013). Young people between hope and despair.
Raiser, S., Schneider, A. & Warkalla, B. (2015). Simulating Europe: Choosing the right learning objectives for simulation games. European Political Science, 14:3, 228-240. (Abstract)
Raiser, S., Warkalla, B., Schneider, A. & Kaiser, K. (forthcoming). “Will it blend?” Combining online and on-site elements in simulation games. In Bursens, P., Donche, V., Gijbels, D., Spooren, P. (eds.), Simulations of decision-making as active learning tools. Design and effects of political science simulations. Springer: Heidelberg. (Abstract)
Ruitenberg, C. W. (2015). The practice of equality: A critical understanding of democratic citizenship education. Democracy & Education, 23(1), art. 2.
Ruitenberg, C. W. (2013). The double subjectification function of education: Reconsidering hospitality and democracy. In T. Szkudlarek (ed.), Education and the political: New theoretical articulations (pp. 89-105). Rotterdam, the Netherlands: Sense.
Ruitenberg, C. W. (2011). Learning to articulate: From ethical motivation to political demands. In G. Biesta (ed.), Philosophy of education 2010 (pp. 372-380). Urbana, IL: Philosophy of Education Society.
Ruitenberg, C. W. (2010). Queer politics in schools: A Rancièrean reading. Educational Philosophy and Theory, 42(5-6), 618-634.
Ruitenberg, C. W. (2010). Conflict, affect and the political: On disagreement as democratic capacity. In Factis Pax, 4(1), 40-55.
Ruitenberg, C. W. (2009). Educating political adversaries: Chantal Mouffe and radical democratic citizenship education. Studies in Philosophy and Education, 28(3), 269-281.
Schlosberg, J. (2016). Misunderstanding Labour’s polling problem: A response to Owen Jones.Medium, November 2016.
Schlosberg, J. (2016). The Mission of Media in an Age of Monopoly. ResPublica Essays, May 2016, 25 p.
Schlosberg, J. (2015). End of Story. Accountability Spectacle as “Closure” in National Security News. The International Journal of Press/Politics, 20 (2), 228-246.
Sennett, R. (2012) Together: The Rituals, Pleasures, and Politics of Cooperation, New Haven: Yale University Press.
Shackle, S. (2017, September). Trojan horse: the real story behind the fake ‘Islamic plot’ to take over schools. The Guardian.
Shackle, S. (2017, September). Exit strategies. New Humanist.
After a spate of terrorist attacks on European soil, getting deradicalisation programmes to work has become more important than ever.
Smith, J. E. H. (2017). Punching down (Examined Life). The Point.
On humour understood as a tertium quid between palliation and world-changing action.
Sørensen, A. (2015). From Critique of Ideology to Politics. Habermas on Bildung. Ethics and Education, 10 (2), 252-70.
Sørensen, A. (2015). Cosmopolitan Democracy and the State. Reflections on the Need for Ideals and Imagination. Journal of Constitutionalism & Human Rights, 3-4 (8), 8-19.
Sørensen, A. (2012). Durkheim: The goal of education in a democratic state is autonomy. Politics in Education (pp. 183-98), Paris: L’Institut international de philosophie / Berlin: Lit Verlag.
The following publications are available on open access at http://eprints.ioe.ac.uk/.
Starkey, H. (2012). Human rights, cosmopolitanism and utopias: implications for citizenship education. Cambridge Journal of Education, 42(1), 21-35.
Mejias, S., & Starkey, H. (2012). Critical Citizens or Neoliberal Consumers? Utopian Visions and Pragmatic Uses of Human Rights Education in a Secondary School in England. In R. C. Mitchell & S. A. Moore (eds.), Politics, Participation & Power Relations: Transdisciplinary Approaches to Critical Citizenship in the Classroom and Community. (pp. 119-136). Rotterdam: Sense.
Trivers, H., & Starkey, H. (2012). The politics of critical citizenship education: human rights for conformity or emancipation? In R. C. Mitchell & S. A. Moore (Eds.), Politics, Participation & Power Relations: Transdisciplinary Approaches to Critical Citizenship in the Classroom and Community. (pp. 137-152): Sense.
Sternfeld, N. (2010, March). Unglamorous Tasks: What Can Education Learn from its Political Traditions?, E-flux Journal.
Sternfeld, N. (2014). Sailing – In search of Radical Education, don’t take the Next Turn. CUMMA PAPERS #10, Department of Art, Aalto University, Helsinki.
Straume, I. (2016). Democracy, Education and the Need for Politics, Studies in Philosophy and Education, 35(1), 29–45.
Tambakaki, P. (2016). Agonism Reloaded, Political Studies Review, 1-12.
Tambakaki, P. (2015). Citizenship and inclusion- rethinking the analytical category of noncitizenship, Citizenship Studies, 19(8), 922-935.
Tambakaki, P. ( 2011). Agonism and the Reconception of EU citizenship, The British Journal of Politics and International relations, 13, 567–585.
Todd, S. (2011). Educating Beyond Cultural Diversity: Redrawing the Boundaries of a Democratic Plurality. Studies in Philosophy and Education, 30 (2), 101-111.
Todd, S. & Säfström, C. (2008). Democracy, Education and Conflict: Rethinking Respect and the Place of the Ethical. Journal of Educational Controversy, 3 (1), Article 12.
Ulrich, S. & Wenzel, F. (2017). Democratic decision-making processes. Academy Leadership & Competence, Center for Applied Policy Research Munich.
Ulrich, S. & Wenzel, F. (2014). Training Manual for Civic Education and Coexistence (revised version 2016). Goethe-Institut Cairo.
Ulrich, S. & Wenzel, F. (2015). Training Manual Challenges of Modern Societies. Goethe-Institut Cairo.
Ulrich, S. & Wenzel, F. (2015). Strengthening Structures and Networks. Goethe-Institut Cairo.
Van Alstein, M. (2016). The Memory of Peace. In D. Praet (ed.), Philosophy of War and Peace (pp.187-199), Brussels: VUBPress.
Van Alstein, M. (2014). From Ypres to Brussels? Europe, Peace, and the Commemoration of WWI. Heinrich Böll Stiftung EU.
Castryck G., Duquet N. & Van Alstein M. (2013). Peace Education in Flanders, Belgium: Grassroots Organizations at Work in Schools. In I. Harris (ed.), Peace Education from the Grassroots, Charlotte, NC: Information Age Publishing.
Warmington, J. Brap: Providing a Lifeline for Young People in Birmingham.
Wegerif, R., Doney, J., Richards, A., Mansour, N., Larkin, S. and Jamison, I. (In press for 2017). Exploring the ontological dimension of dialogic education through an evaluation of the impact of Internet mediated dialogue across cultural difference. Learning Culture and Social Interaction.
Doney J., Wegerif R. (2017). Measuring Open-Mindedness. An evaluation of the impact of our school dialogue programme on students’ openmindedness and attitudes to others. Institute for Global Change.