Professor Michael A. Peters
Qualifications: BA (Hons) Well Dip T Chch MA (Hons) PhD Auck Hon D. Litt. SUNY, US, Hon Doctorate, Aalborg, Denmark, FNZAH Hon FRSNZ
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|Peters, Prof Michael||7841||mpeters||TW.G.12||Wilf Malcolm Institute of Educat|
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Research Profile for Prof Michael A. Peters
After completing my PhD on Wittgenstein at Auckland University in 1984 I worked on a series of evaluation projects on the Official Information Act 1981 and on the introduction of oral Maori in NZ schools (Te Reo o Te Taitokerau), before taking a position at the University of Canterbury, where I had previously majored in Philosophy of Science for a BSc. At Canterbury I worked on political economy of education under neoliberalism. I was invited to return to Auckland University in 1992 and headed up Cultural & Policy Studies in Education, an academic group that included a strong Maori research agenda, sociology and critical philosophy of education based on critical social theory and evaluations of educational policy. I was appointed to a Personal Chair at Auckland in 2000 and held this position together with that of Research Professor at the University of Glasgow (2000-05) where I continued working on a combination of education and critical philosophy. I accepted an invitation as Excellence Hire Professor at the University of Illinois (Urbana-Champaign) (2005-2011) and returned to NZ to take up my current position at the University of Waikato.
Throughout my career my research interests have focused on educational philosophy (in particular, 'the philosophy of the subject') with an interest in political economy of knowledge and education (production, consumption and distribution). My first published paper was on Louis Althusser and 'knowledge as production.' The deepest influences upon my thinking and writing include both Wittgenstein and Foucault, two philosophers, from very different traditions, who proposed a radical critique of the traditional liberal notion of sovereign subject that is transparent to itself and serves as the foundation of action, knowledge and ethics. In my interpretation both philosophers are anti-foundationalist in epistemology and propose accounts that lead into post-foundationalism (knowledge without foundations) and posthumanism (relational or ecological accounts of subjectivity that embrace nature and machines). The consideration of these philosophers in relation to one another opens a critical space of reflection of their work and the critique of psychologism especially the myths of 'mental processes,' interiority and private minds in terms of public language, discourse and practice. Wittgenstein and Foucault in their different ways provide a diagnosis to contemporary nihilism and a positive philosophical to the fragmentation of the subject, value and the dissolution of culture. I have published on this theme with many books on Wittgenstein, Lyotard, Foucault, Derrida, Rorty, Heidegger, Nietzsche, as well as on related themes in the political economy of knowledge and higher education. I recently edited Wittgenstein & Education: Pedagogical Investigations (2017) and Wittgenstein's Education: 'A Picture Held Us Captive' (2018) (both with Jeff Stickney). Current projects include work on distributed knowledge, learning and publishing systems, ‘open education,’ peer production and collective intelligence. I also edited The Idea of the University: A Reader (2018) and The Idea of the University: Contemporary Perspectives (2018) (both with Ron Barnett), and coauthored The Digital University: A Manifesto and Dialogue (2018) (with Petar Jandric).
Aiming at a synthesis I edited the Springer Encyclopedia of Educational Philosophy and Theory (3 vols, 2017-18), and am working on the Encyclopedia of Teacher Education (2018) and Encyclopedia of Educational Innovation (2019).
In the last six years I have edited or authored 23 books and over 100 papers/chapters, with others, including: The Philosophy and Theory of Open Education (2016), Companion to Research in Education (2013), Paulo Freire: The Global Legacy (2015), Of Other Thoughts: Non-Traditional Ways to the Doctorate (2013), Education, Science and Knowledge Capitalism: Creativity and The Promise of Openness (2013), Citizenship, Law and Identity: Prospects of a Liberal Cosmopolitan Order (2013), The New Paradigm of Development: Education, Knowledge Economy and Digital Futures (2013), The Pedagogy of the Open Society (2012), The Global Financial Crisis and the Restructuring of Education (2015), Companion to Research in Teacher Education (2016). In addition, I was invited to publish Educational Philosophy and Politics: The Selected Works of Michael A. Peters. London, Routledge, (World Library of Educationalists), 2012 and to contribute to a festschrift in my honourLiber Amicorum: A Philosophical Conversation among Friends (2014). I was awarded an honorary doctorate of letters by SUNY for my work on open education and an hon doctorate by University of Aalborg for my work on knowledge economy.
I have a strong interest in innovative practices in academic writing and publishing. I am the executive editor of the SSCI journal, Educational Philosophy and Theory (Routledge, 14 issues per year) for 20 years, the flagship journal of the Philosophy of Education Society of Australasia (PESA) and I am the founding editor of Policy Futures in Education, E-Learning and Digital Media, and Knowledge Cultures. In 2016 I established The Video Journal of Education and Pedagogy and The Editors’ Collective (NZ), that I established to develop an experimental and innovative culture for academic publishing and collective writing, especially for emerging Australasian scholars.
Peters, M. A., & Jandrić, P. (2018). Peer production and collective intelligence as the basis for the public digital university. Educational Philosophy and Theory, 1-14. doi:10.1080/00131857.2017.1421940
Peters, M. A., & Besley, T. (2018). Weinstein, sexual predation, and ‘Rape Culture’: Public pedagogies and Hashtag Internet activism. Educational Philosophy and Theory, 1-7. doi:10.1080/00131857.2018.1427850
Peters, M. A., Jandrić, P., & Hayes, S. (2018). The curious promise of educationalising technological unemployment: What can places of learning really do about the future of work?. Educational Philosophy and Theory, 1-13. doi:10.1080/00131857.2018.1439376
Peters, M. A., & Besley, T. (2018). China’s double first-class university strategy: 双一流. Educational Philosophy and Theory, 1-5. doi:10.1080/00131857.2018.1438822
Find more research publications by Michael Peters