Michael A Peters 教授 博士生导师
地 址：北京师范大学100875
基本信息
About Michael
ExecutiveEditor, Educational Philosophy and Theory;
ExecutiveEditor, Beijing International Review of Education;
ExecutiveEditor, Knowledge Cultures;
ExecutiveEditor, The Video Journal of Education and Pedagogy;
ProfessorEmeritus University of Illinois at Urbana-Champaign;
DistinguishedVisiting Professor at Zhengzhou;
DistinguishedVisiting Professor in The School of Sociology, BNU;
HonorableDoctorate state University of New York 2012;
HonorableDoctorate, Aalborg University, Denmark;
Fellowof the Royal Society NZ
Research Expertise
EducationalPhilosophy and Theory;
Socialtheory;
GlobalStudies
Courses Teaching/Taught in BNU
EducationalPhilosophy; Foucault; Wittgenstein; Political Economy of Education; CriticalTheory of Technology
Publications
l Peters, M. A.(2018). The history and practice of lying in public life. In Post-Truth, FakeNews: Viral Modernity Higher Education (pp. 77-88). doi:10.1007/978-981-10-8013-5_6
l Peters, M. A.(2018). Education in a post-truth world. In Post-Truth, Fake News: ViralModernity Higher Education (pp. 145-150). doi:10.1007/978-981-10-8013-5_12
l Rider, S., &Peters, M. A. (2018). Post-truth, fake news: Viral modernity and highereducation. In Post-Truth, Fake News: Viral Modernity Higher Education (pp.3-12). doi:10.1007/978-981-10-8013-5_1
l Peters, M. A.(2018). Trade wars, technology transfer, and the future Chinese techno-state.Educational Philosophy and Theory. doi:10.1080/**.2018.**
l Peters, M. A.,Jandri?, P., & Hayes, S. (2018). The curious promise of educationalisingtechnological unemployment: What can places of learning really do about thefuture of work?. Educational Philosophy and Theory, 1-13. doi:10.1080/**.2018.**
l Wals, A. E. J.,& Peters, M. A. (2018). Flowers of resistance: Citizen science, ecologicaldemocracy and the transgressive education paradigm. In A. Konig, & J.Ravetz (Eds.), Sustainability Science: Key Issues (pp. 29-52). London:Routledge.
l 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/**.2018.**
l Peters, M. A.,& Besley, T. (2018). Digital archives in the cloud: Collective memory,institutional histories and the politics of information. Educational Philosophyand Theory. doi:10.1080/**.2018.**
l Peters, M. A.,& Stickney, J. (2018). Wittgenstein at Cambridge: Philosophy as a way oflife. Educational Philosophy and Theory. doi:10.1080/**.2018.**
l Peters, M. A.,& Besley, T. (2018). Weinstein, sexual predation, and ‘Rape Culture’:Public pedagogies and Hashtag Internet activism. Educational Philosophy andTheory, 1-7. doi:10.1080/**.2018.**
l Jackson, L.,Peters, M. A., Benade, L., Devine, N., Arndt, S., Forster, D., . . . Ozoli??,J. J. (2018). Is peer review in academic publishing still working?. Open Reviewof Educational Research, 5(1), 95-112. doi:10.1080/**.2018.**
l Besley, T.,Peters, M., & Rider, S. (2018). Afterword: Viral modernity: Frompostmodernism to post-truth?. doi:10.1007/978-981-10-8013-5
l Peters, M. A.(2018). Affective capitalism, higher education and the constitution of thesocial body Althusser, Deleuze, and Negri on Spinoza and Marxism. EducationalPhilosophy and Theory, 1-9. doi:10.1080/**.2018.**
l Zhu, H., &Peters, M. A. (2018). Social governance, education and socialist rule of law inChina. Educational Philosophy and Theory, 1-4. doi:10.1080/**.2018.**
l Peters, M. A.,& Jandri?, P. (2018). Peer production and collective intelligence as thebasis for the public digital university. Educational Philosophy and Theory,1-14. doi:10.1080/**.2017.**
l Stolz, S. A.,& Peters, M. (2018). Michael peters on science, genealogy and openness ineducational research: In dialogue with Steven A. Stolz. In Theory andPhilosophy in Education Research: Methodological Dialogues (pp. 114-128). doi:10.4324/18
l Peters, M. A.(2018). The ethics of reading Wittgenstein. Educational Philosophy and Theory,1-13. doi:10.1080/**.2018.**
l Wei, Z., &Peters, M. A. (2018). ‘Intelligent capitalism’ and the disappearance of labour:Whitherto education?. Educational Philosophy and Theory. doi:10.1080/**.2018.**
l Peters, M. A.,Rider, S., Hyv?nen, M., & Besley, T. (Eds.) (2018). Post-truth, fake newsviral modernity & higher education.https://www.springer.com/gp/book/28: Springer. doi:10.1007/978-981-10-8013-5
l Peters, M. A.(2018). Anti-intellectualism is a virus. Educational Philosophy and Theory,1-7. doi:10.1080/**.2018.**
l Peters, M. A.,Tesar, M., & Jackson, L. (2018). After postmodernism in educational theory?A collective writing experiment and thought survey. Educational Philosophy andTheory, 50(14), 1299-1307. doi:10.1080/**.2018.**
l Peters, M. A.,& Mika, C. (Eds.) (2017). The dilemma of Western philosophy. Routledge.doi:10.4324/33
l Cooper, B., &Grudnoff, L. (2017). Redesigning authentic collaborative practicumpartnerships: Learnings from case studies from two New Zealand Universities. InM. Peters, B. Cowie, & I. Menter (Eds.), A Companion to Research in TeacherEducation (pp. 223-236). Springer. doi:10.1007/978-981-10-4075-7
l Jandric, P.,Devine, N., Jackson, L., Peters, M., Lazaroiu, G., Mihaila, R., . . . Benade,L. (2017). Collective writing: An inquiry into praxis. Knowledge Cultures,5(1), 85-109. doi:10.22381/KC**
l Peters, M. A.,& Besley, T. (2017). Globalism and the experiment of openness. KnowledgeCultures, 5(1), 50-67. doi:10.22381/KC**
l Peters, M. A.(2017). The Chinese Dream: Xi Jinping thought on Socialism with Chinesecharacteristics for a new era. Educational Philosophy and Theory, 49(14),1299-1304. doi:10.1080/**.2017.**
l Peters, M. A.(2017). Academic pathologies and anxieties of knowing. In I. Semetsky (Ed.),Edusemiotics – A Handbook (pp. 151-164). Singapore: Springer Science+BusinessMedia. doi:10.1007/978-981-10-1495-6_11
l Peters, M. A.,& Besley, T. (2017). The refugee crisis and the right to political asylum.Geopolitics, History, and International Relations, 9(1), 7-16. doi:10.22381/GHIR**
l Peters, M., &Mika, C. (2017). Introduction: Blind, or keenly self-regarding?. In M. A.Peters, & C. Mika (Eds.), The Dilemma of Western Philosophy (pp. 1-3).London: Routledge. doi:10.4324/33
l Peters, M. A.(2017). Education for ecological democracy. Educational Philosophy and Theory,49(10), 941-945. doi:10.1080/**.2017.**
l White, E. J.,& Peters, M. A. (2017). Bakhtin and the Russian Avant Garde in Vitebsk:Creative understanding and the collective dialogue. Educational Philosophy andTheory, 49(9), 922-939. doi:10.1080/**.2016.**
l Peters, M. A.,& Besley, T. (2017). The Royal Society, the making of ‘science’ and thesocial history of truth. Educational Philosophy and Theory, 1-6. doi:10.1080/**.2017.**
l Peters, M. A.(2017). The refugee camp as the biopolitical paradigm of the west. EducationalPhilosophy and Theory, 1-4. doi:10.1080/**.2017.**
l Wright, N., &Peters, M. (2017). Sell, sell, sell or learn, learn, learn? The EdTech marketin New Zealand’s education system – privatisation by stealth?. Open Review ofEducational Research, 4(1), 164-176. doi:10.1080/**.2017.**
l Peters, M. A.(2017). Deep learning, education and the final stage of automation. EducationalPhilosophy and Theory, 1-5. doi:10.1080/**.2017.**
l Stewart, G.,Arndt, S. K., Besley, T. A. C., Devine, N., Forster, D. J., Gibbons, A., . . .Tesar, M. (2017). Antipodean theory for educational research. Open Review ofEducational Research, 4(1), 61-74. doi:10.1080/**.2017.**
l Peters, M. (2017).Can democracy solve the sustainability crisis? Green politics, grassrootsparticipation and the failure of the sustainability paradigm. EducationalPhilosophy and Theory, 1-9. doi:10.1080/**.2017.**
l Peters, M. A.(2017). Education in a post-truth world. Educational Philosophy and Theory,1-4. doi:10.1080/**.2016.**
l Peters, M. A.(2017). Beyond Earth's globalization: Sociology of outer space?. Review ofContemporary Philosophy, 16, 83-91. Retrieved from https://www.addletonacademicpublishers.com/search-in-rcp
l Peters, M. A.(2017). Global university rankings: Metrics, performance, governance.Educational Philosophy and Theory, 1-9. doi:10.1080/**.2017.**
l Peters, M. (2017).Post-truth and fake news. Responses to the Editorial 'Education in a post-truthworld'. Educational Philosophy and Theory, 49(6), 567. doi:10.1080/**.2017.**
l Peters, M. A.(2017). Manifesto for the postcolonial university. Educational Philosophy andTheory, 1-7. doi:10.1080/**.2017.**
l Peters, M. A.,& Mika, C. T. (2017). Aborigine, Indian, indigenous or first nations?. EducationalPhilospohy and Theory, 1-6. doi:10.1080/**.2017.**
l Peters, M. A.,Besley, T., & White, J. (2017). Education as philosophies of engagement[Introduction]. Educational Philosophy and Theory, 50, 4 pages. doi:10.1080/**.2017.**
l Peters, M. A.(2017). Disciplinary technologies and the school in the epcoh of digitalreason: Revisiting discipline and punish after 40 years. Contemporary Readingsin Law and Social Justice, 9(1), 28-46. doi:10.22381/CRLSJ**
l Peters, M. A.,& Tesar, M. (Eds.) (2017). Troubling the changing paradigms: An educationalphilosophy and theory early childhood reader (Vol. IV, First ed.). London:Taylor and Francis. doi:10.4324/14
l Peters, M. A.(2017). The humanist bias in western philosophy and education. In M. A. Peters,& C. Mika (Eds.), The Dilemma of Western Philosophy (pp. 4-11). London:Routledge. doi:10.4324/33
l Peters, M. A.,& Besley, T. (2017). White supremacism: The tragedy of Charlottesville.Educational Philosophy and Theory, 49(14), 1309-1312. doi:10.1080/**.2017.**
l Peters, M. A.(2017). The information wars, fake news and the end of globalisation.Educational Philosophy and Theory, 1-4. doi:10.1080/**.2017.**
l Peters, M. A.(2017). Child sexal abuse: The final report of the Australian Royal Commissioninto institutional responses to child sexual abuse. Educational Philosophy andTheory, 1-6. doi:10.1080/**.2017.**
l Peters, M. A.,& Tesar, M. (2017). Contesting Governing Ideologies: An EducationalPhilosophy and Theory Reader on Neoliberalism (Vol. 3). M. A. Peters, & M.Tesar (Eds.), Routledge. doi:10.4324/69
l Peters, M. A.(2017). Oil geopolitics and eco-nightmares. Educational Philosophy and Theory,49(5), 435-438. doi:10.1080/**.2017.**
l Peters, M. A.(2017). The end of neoliberal globalisation and the rise of authoritarianpopulism. Educational Philosophy and Theory, 1-3. doi:10.1080/**.2017.**
l Peters, M. A.,& Jandric, P. (2017). The digital university: A dialogue and manifesto.Peter Lang Publishing Inc.
l Peters, M. A.,& Chiang, T. H. (2017). America closed, China open. Educational Philosophyand Theory, 1-5. doi:10.1080/**.2017.**
l Peters, M. A.(2017). Truth and truth-telling in the age of Trump. Educational Philosophy andTheory, 1-7. doi:10.1080/**.2017.**
l Peters, M. A.(2017). The threat of nuclear war: Peace studies in an apocalyptic age.Educational Philosophy and Theory, 1-4. doi:10.1080/**.2017.**
l Peters, M. A.,& Stickney, J. (Eds.) (2017). A Companion to Wittgenstein on EducationPedagogical Investigations. Springer.
l Menter, I.,Peters, M. A., & Cowie, B. (2017). A companion to research in teachereducation. In M. A. Peters, B. Cowie, & I. Menter (Eds.), A Companion toResearch in Teacher Education (pp. 1-15). doi:10.1007/978-981-10-4075-7_1
l Peters, M. A.(2016). Technological unemployment: Educating for the fourth industrialrevolution. Journal of Self-Governance and Management Economics, 5(1), 25-33.Retrieved from http://www.addletonacademicpublishers.com/
l Peters, M. A.,& Wals, A. (2016). Transgressive learning in times of global systemicdysfunction: interview with Arjen Wals. Open Review of Educational Research,3(1), 179-189. Retrieved from http://www.tandfonline.com/doi/full/10.1080/**.2016.**
l Peters, M. A.(2016). Wittgenstein and the philosophy of the subject. The Encyclopaedia ofEducational Philosophy and Theory (EEPAT).
l Peters, M. A.(2016). Derrida, pedagogy and the calculation of the subject. In M. A. Peters,& M. Tesar (Eds.), Beyond the Philosophy of the Subject: An EducationalPhilosophy and Theory Post-Structuralist Reader, Volume I (pp. 90-111). Taylor& Francis eBooks. doi:10.4324/51
l Peters, M. A.(2016). The postcolonial university. Linguistic and PhilosophicalInvestigations, 15, 77-89.
l Peters, M. A.,& Tesar, M. (Eds.) (2016). Beyond the philosophy of the subject: Aneducational philosophy and theory post-structuralist reader (Vol. 1).Routledge. doi:10.4324/51
l Peters, M. A.,& Besley, T. (2016). We never expel a foreigner - globalism,interconnectivity and the experiment of the open society. Geopolitics, Historyand International Relations, 8(2), 64-75.
l Besley, T. (2016).Social education and mental hygiene: Foucault, disc iplinary technologies andthe moral constitution of youth. In M. A. Peters, & M. Tesar (Eds.), Beyondthe Philosophy of the Subject: An Educational Philosophy and TheoryPost-Structuralist Reader, Volume I (pp. 172-188). Routledge. doi:10.4324/51
l Peters, M., &Tesar, M. (Eds.) (2016). In search of subjectivities: An educational philosophyand theory teacher education reader Volume ll. doi:10.4324/44
l Peters, M. A.,& Marshall, J. (2016). Beyond the philosophy of the subject: Liberalism,education and the critique of individualism. In M. Peters, & M. Tesar(Eds.), Beyond the Philosophy of the Subject: An Educational Philosophy andTheory Post-Structuralist Reader, Volume I (pp. 1-22). Routledge. doi:10.4324/51
l Reveley, J., &Peters, M. A. (2016). Mind the gap: infilling Stiegler’sphilosophico-educational approach to social innovation. Educational Philosophyand Theory, 48(14), 1452-1463. doi:10.1080/**.2016.**
l Peters, M. A.(2016). From State responsibility for education and welfare toself-responsibilisation in the market. Discourse: Studies in the CUlturalPolitics of Education, 1-8. doi:10.1080/**.2016.**
l Peters, M. A.(2016). Economias Biopoli?ticas da Di?vida. Cadernos IHUideias, 14.
l Peters, M. A.,Jandric, P., Irwin, R., Locke, K., Devine, N., Heraud, R., . . . Benade, L.(2016). Towards a philosophy of academic publishing. Educational Philosophy andTheory, 48(14), 1401-1425. doi:10.1080/**.2016.**Open Accessversion at:
https://hdl.handle.net/10289/10721
l White, E. J.,& Peters, M. A. (2016). The Video Journal and visual pedagogies: in the ageof visual cultures. Video Journal of Education and Pedagogy, 1(7). doi:10.1186/s40990-016-0008-x
l Peters, M. A.(2016). Technological unemployment: Educating for the fourth industrialrevolution. Educational Philosophy and Theory, 1-6. doi:10.1080/**.2016.**
l Peters, M. A.(2016). Inside the global teaching machine: MOOCs, academic labour and thefuture of the university. Learning and Teaching, 9(2), 66-88. doi:10.3167/latiss.2016.090204
l Peters, M. A.,Besley, T., Jandri?, P., & Baji?, M. (2016). Editorial interview. Video Journalof Education and Pedagogy, 1(2). doi:10.1186/s40990-016-0006-z
l Peters, M. A.,Besley, T., Jandri?, P., & Baji?, M. (2016). Video Journal of Education andPedagogy. Video Journal of Education and Pedagogy, 1(2).
l Peters, M. A.(2016). Openness and the Intellectual Commons. In M. Deimann, & M. Peters(Eds.), The Philosophy of Open Learning: Peer Learning and the IntellectualCommons (Vol. 32, pp. 23-29). Peter Lang. Retrieved from https://www.peterlang.com/view/47/chapter2.xhtml
l Peters, M. A.,& Tesar, M. (2016). The birth of educational research, teacher educationand the turn to practice: From practitioner knowledge and communities ofpractice to evidence-based policy and practice. In In Search of Subjectivities:An Educational Philosophy and Theory Teacher Education Reader Volume II (pp.1-14). Routledge.
l Peters, M. A.,& Tesar, M. (2016). The critical ontology of ourselves: Lessons from thephilosophy of the subject. M. A. Peters (Ed.), Taylor & Francis eBooks.doi:10.4324/51
l Peters, M. A.(2016). Biopolitical economies of debt. Analysis and Metaphysics, 15, 7-19.Retrieved from https://addletonacademicpublishers.com/
l Peters, M. A.(2016). Feminizing world power: A new constellation of women in politics?.Journal of Research in Gender Studies, 6(2), 62-68. doi:10.22381/JRGS**
l Peters, M. A.(2016). Afterword: Super interconnectivity as globalization?. In D. Cole, &C. Woodrow (Eds.), Super Dimensions in Globalisation and Education (pp.241-245). Springer.
l Peters, M. A.(2016). Dissident thought: Systems of repression, networks of hope.Contemporary Readings in Law and Social Justice, 8(1), 20-36. doi:10.22381/CRLSJ**
l Peters, M. A.,& Besley, T. (2016). The refugee crisis in Europe: Words without borders.The Radical Imagine-Nation, 1(1), 127-136.
l Peters, M. A.,& Besley, T. (2016). Ecopolitical philosophy, education and grassrootsdemocracy: The return of Murray Bookchin (and John Dewey?). Geopolitics,History, and International Relations, 9(2), 7-14. doi:10.22381/GHIR**
l Peters, M. A.,& Jandric, P. (2016). Digital reading: From the reflective self to socialmachine. Review of Contemporary Philosophy, 15, 153-170.
l Peters, M. A.(2016). The eco-university in the green age. Review of Contemporary Philosophy,15, 60-69.
l Peters, M. A.(2016). Dissident Thought. In Centre for Logic, Epistemology and Philosophy ofScience, Split University, Croatia.
l Peters, M. A.(2016). Education, Neoliberalism, and Human Capital: Homo Economicus asEntrepreneur of Himself. In S. Springer, K. Birch, & J. MacLeavy (Eds.),The Handbook of Neoliberalism (pp. 297-307). Routledge.
l Deimann, M., &Peters, M. A. (2016). Introduction: Open education - The past, the present andthe future. In M. Deimann, & M. Peters (Eds.), The Philosophy of OpenLearning (pp. 150 pages). New York, USA: Peter Lang.
l Peters, M. A.,& Marshall, J. (2016). After the subject: A response to mackenzie. In M. A.Peters, & M. Tesar (Eds.), Beyond the Philosophy of the Subject: AnEducational Philosophy and Theory Post-Structuralist Reader, Volume I (pp.39-51). Routledge. doi:10.4324/51
l Peters, M. A.,& Tesar, M. (2016). Bad research, bad education: The contested evidence forevidence-based research, policy and practice in education. In J. Lynch, J.Rowlands, T. Gale, & A. Skourdoumbis (Eds.), Practice Theory and Education:Diffractive Readings in Professional Practice (pp. 231-246). Routledge Taylor& Francis. doi:10.4324/32
l Peters, M. A.,Heraud, R., & Gibbons, A. (2016). Open learning and social innovation:Freedom and democratic culture. In M. Deimann, & M. A. Peters (Eds.), ThePhilosophy of Open Learning (pp. 129-146). Peter Lang.
l Peters, M. A.,& Roberts, P. (2016). Virtues of Openness Education, Science, andScholarship in the Digital Age. Routledge. Retrieved from https://www.amazon.com/
l Peters, M. A.,& Tesar, M. (2016). The Critical Ontology of Ourselves. In Beyond thePhilosophy of the Subject (pp. vii-xvii). Routledge. Retrieved from https://www.book2look.de/
l Peters, M. A.,& Tesar, M. (2016). The birth of educational research, teacher educationand the turn to practice: From practitioner knowledge and communities ofpractice to evidence-based policy and practice. In M. Peters, & M. Tesar(Eds.), In Search of Subjectivities: An Educational Philosophy and TheoryTeacher Education Reader (Vol. II, pp. 1-14). Retrieved from http://www.amazon.com/
l Peters, M. A.,& Reveley, J. (2015). Noosphere rising: Internet-based collectiveintelligence, creative labour, and social production. Thesis Eleven, 130(1),3-21. doi:10.1177/07255**
l Peters, M. A.(2015). Afterword: Emotional reason: Challenging cognitivism in education. InB. Lund, & T. Chemi (Eds.), Dealing with Emotions - A Pedagogical Challengeto Innovative Learning (pp. 127-131). Aalborg, Denmark: Sense Publishers.
l Peters, M. A.(2015). Interview with Pierre A. Lévy, French philosopher of collectiveintelligence. Open Review of Educational Research, 2(1), 259-266. doi:10.1080/**.2015.**
l Peters, M. A.(2015). The history and practice of lying in public life. Review ofContemporary Philosophy, 2015(14), 43-56.
l Peters, M. A.(2015). Editorial: The Unforeseen: Education and the flowers of sacrifice.Educational Philosophy and Theory, 48(6), 545-548. doi:10.1080/**.2015.**
l Peters, M. A.(2015). Obama and the end of the American dream: Essays in political andeconomic philosophy (Vol. 14). Rotterdam, The Netherlands: Sense.doi:10.1007/978-84-6091-771-4
l Peters, M. A.(2015). Preface ot the special section Michael A. Peters and EducationalLeadership. Psychosociological Issues in Human Resource Management, 3(2),83-84.
l Zirker, D. G.(2015). Foreword. In D. G. Zirker (Ed.), Forging Military Identity inCulturally Pluralistic Societies: Quasi-Ethnicity (pp. ix-xv). Lanham,Maryland, United States: Lexington Books (an imprint of The Rowman &Littlefield Publishing Group, Inc.).
l Peters, M. A. (2015).On narratives of self-formation and education. Psychosociological Issues in HumanResource Management, 3(2), 124-133.
l Peters, M., &Mika, C. T. H. L. (2015). Te reo Maori, philosophy and colonialism: Aconversation with Maori philosopher Carl Mika. Analysis and Metaphysics, 14,101-110.
l Peters, M. A.(2015). The university in the epoch of digital reason: Fast knowledge in thecircuits of cybernetic capitalism. Analysis and Metaphysics, 14, 38-58.Retrieved from http://www.addletonacademicpublishers.com/
l Peters, M. A.(2015). A demand for philosophy: Interpretation, educational research, andtransformative practice. In P. Smeyers, D. Bridges, N. C. Burbules, & M.Griffiths (Eds.), International Handbook of Interpretation and EducationalResearch: Part 1 (pp. 67-77). Springer. doi:10.1007/978-94-017-928-0
l Olssen, M., &Peters, M. A. (2015). Marx, education and the possibilities of a fairer world:Reviving radical political economy through foucault. Linguistic andPhilosophical Investigations, 14(1), 39-69.
l Biesta, G., &Peters, M. A. (2015). Alternative futures and future alternatives for thephilosophy of education: Introduction to the symposium. Studies in Philosophyand Education. doi:10.1007/s11217-015-9492-1
l Besley, T. A. C.,& Peters, M. A. (2015). Subjectivity, youth unemployment and the culture ofself. In A. Fejes, & K. Nicoll (Eds.), Foucault And A Politics OfConfession In Education (pp. 159-173). Oxon, England: Routledge.
l Peters, M. A.,& de Alba, A. (Eds.) (2015). Subjects in process: Diversity, mobility, andthe politics of subjectivity in the 21st century. Routledge. doi:10.4324/20
l Peters, M. A.(2015). The humanist bias in Western philosophy and education. EducationalPhilosophy and Theory, 47(11), 1128-1135. doi:10.1080/**.2014.991497
l Peters, M. A.,& Biesta, G. (2015). Foreword. In K. Wain (Ed.), Between Truth and Freedom:Rousseau and our contemporary political and educational culture (pp. ix-x).Routledge. doi:10.1007/978-94-6300-100-7
l Peters, M. A.(2015). A biopolítica pós-colonial no império do capital: Linhas foucaultianasde investiga??o nos Estudos Educacionais. In Educa??o Unisinos Vol. 19 (pp.2177-6210). Conference held at the Institute Humanitas Unisinos, Sao Leopodo,Brazil, South America: Universidade do Vale do Rio dos Sinos. doi:10.4013/edu.2015.191.08
l Mika, C., &Peters, M. (2015). Blind, or keenly self-regarding? The dilemma of Westernphilosophy. Educational Philosophy and Theory, 47(11), 1125-1127. doi:10.1080/**.2014.991496
l Peters, M. A.(2015). Interview with Michael Apple: The biography of a public intellectual.Open Review of Educational Research, 2(1), 105-117. doi:10.1080/**.2015.**
l Peters, M. A.(2015). Why is my curriculum white?. Educational Philosophy and Theory, 47(7),641-646. doi:10.1080/**.2015.**
l Peters, M. A.(2015). Educational web science. Educational Philosophy and Theory, 48(11),1093-1099. doi:10.1080/**.2015.**
l Peters, M. A.(2015). Editorial: Challenges to the ‘World Order’ of Liberal Internationalism:What Can We Learn?. Educational Philosophy and Theory: Incorporating ACCESS,,1-9. doi:10.1080/**.2015.**
l Peters, M. A.(2015). Bodies of knowledge and knowledges of the body. In M. A. Peters, &A. De Alba (Eds.), Subjects in Process: Diversity, Mobility, and the Politicsof Subjectivity in the 21st Century (pp. 131-150). doi:10.4324/20
l Peters, M. A.,& De Alba, A. (2015). Introduction. In M. A. Peters, & A. De Alba(Eds.), Subjects in Process: Diversity, Mobility and the Politics ofSubjectivity in the 21st Century (pp. xvi-xxiv). Routledge. doi:10.4324/20
l Peters, M. A.,& Besley, T. (2015). Introduction: Paulo Freire: The Global Legacy. InPaulo Freire The Global Legacy (Vol. 500, pp. 1-13). New York: Peter Lang Gmbh,Internationaler Verlag Der Wissenschaften.
l Peters, M. A.(2015). Anxieties of knowing: Academic pathologies, critical philosophy and theculture of self. Knowledge Cultures, 3(6), 7-23.
l Peters, M. A.(2015). Preface (Peter McLaren's emanicipatory humanism). In Pedagogy of Insurrection(pp. XXI-XXIV). Peter Lang Publishing Inc.
l Peters, M. A.,& Tesar, M. (2015). The critical ontology of ourselves: Lessons from thephilospohy of the subject. In M. Peters, & M. Tesar (Eds.), Beyond thePhilosophy of the Subject (pp. 1-17). Taylor & Francis eBooks. doi:10.4324/51
l Peters, M. A.(2015). Education as the power of partnership: The context of co-labor-ation.Knowledge Cultures, 3(5), 7-22.
l Peters, M. (2015).Response to Peter Roberts and Marek Tesar. Educational Philosophy and Theory.doi:10.1080/**.2015.**
l Peters, M. A.,& Besley, T. (2015). The refugee crisis and the right to political asylum.Educational Philosophy and Theory, 47(13-14), 1367-1374. doi:10.1080/**.2015.**
l Peters, M. A.,& Besley, T. (2015). Finance capitalism, financialization, and theprospects for public education. In M. A. Peters, J. M. Paraskeva, & A. T.Besley (Eds.), The Global Financial Crisis and Educational Restructuring (Vol.31, pp. 21-49). New York: Peter Lang Gmbh, Internationaler Verlag DerWissenschaften.
l Peters, M. A.,Besley, T., & Paraskeva, J. (2015). Introduction. Global financial crisisand educational restructuring. In M. A. Peters, J. M. Paraskeva, & T.Besley (Eds.), The Global Financial Crisis and Educational Restructuring (Vol.31, pp. 1-10). New York: Peter Lang Gmbh, Internationaler Verlag DerWissenschaften.
l Peters, M. A.,Besley, T., & Paraskeva, J. M. (2015). Global financial crisis andeducational restructuring. Citizenship, Social and Economics Education, 14(1),15-18. doi:10.1177/2047**4
l Peters, M. A.(2015). Postcolonial biopolitics in the empire of capital: Lines of Foucauldianinquiry in educational studies. Educac?a?o Unisinos, 19(1), 88-100.
l Peters, M. A.(2015). Late Modernity from the perspective of girls’ education. EducationalPhilosophy and Theory, 47(10), 997-1005. doi:10.1080/**.2014.977529
l Peters, M. A.,& Jandric, P. (2015). Learning, creative col(labor)ation, and knowledgecultures. Review of Contemporary Philosophy, 14, 182-198.
l Peters, M. A.,& Jandric, P. (2015). Philosophy of education in the age of digital reason.Review of Contemporary Philosophy, 14, 162-181.
l Peters, M. A.,& Heraud, R. (2015). Toward a political theory of social innovation:Collective intelligence and the co-creation of social goods. Journal ofSelf-Governance and Management Economics, 3(3), 7-23.
l Peters, M. A.(2015). The history and practice of lying in public life. Review ofContemporary Philosophy, 14, 47-62.
l Peters, M. A.,& Jandric, P. (2014). Philosphy's pedagogy in the age of knowledgecultures. Philosophy of Education, 2(15), 12-36. Retrieved from http://www.philosopheducation.com/
l Peters, M. A.,& Reveley, J. (2014). Retrofitting Drucker: Knowledge work under cognitivecapitalism. Culture and Organization, 20(2), 135-151. doi:10.1080/**.2012.692591
l Peters, M. A.,Besley, T., & Araya, D. (2014). The new development paradigm: Education,knowledge economy and digital futures. New York, NY: Peter Lang Gmbh,Internationaler Verlag Der Wissenschaften. Retrieved from http://www.amazon.com/
l Peters, M. A.,Besley, T., & Araya, D. (2014). Introduction. In M. A. Peters, T. Besley,& D. Araya (Eds.), The New Development Paradigm Education, KnowledgeEconomy and Digital Futures (Vol. 20, pp. 1-18). New York, NY: Peter Lang Gmbh,Internationaler Verlag Der Wissenschaften.
l Peters, M. A.(2014). Criticism and the ethics of negative reviews. Policy Futures inEducation, 12(1), 175-182. doi:10.2304/pfie.2014.12.1.175
l Griffiths, M.,& Peters, M. A. (2014). 'I Knew Jean-Paul Sartre': Philosophy of educationas comedy. Educational Philosophy and Theory, 46(2), 132-147. doi:10.1080/**.2012.721734
l Slaughter, T. E.(2014). Editorial. Mayhem, (2). Retrieved from http://www.waikato.ac.nz/fass/mayhem/issue2/editorial.shtml
l Peters, M. A.,& Besley, T. (2014). Islam and the end of European multiculturalism? Frommulticulturalism to civil intergration. Policy Futures in Education, 12(1),1-15. doi:10.2304/pfie.2014.12.1.1
l Peters, M. A.,& Peters, M. A. (2014). Anxieties of knowing: Academic pathologies,critical philosophy and the culture of the academic self. Linguistic andPhilosophical Investigations, 13(1), 55-76.
l Peters, M. A.,& Besley, T. (2014). What is global studies in education?. Policy Futuresin Education, 12(7), 850-854. doi:10.2304/pfie.2014.12.7.850
l Peters, M. A.,& Besley, T. (2014). Social Exclusion/Inclusion: Foucault's analytics ofexclusion, the political ecology of social inclusion and the legitimation ofinclusive education. Open Review of Educational Research, 1(1), 99-115. doi:10.1080/**.2014.972439
l Peters, M. A.(2014). Openness and the Intellectual Commons. Open Review of EducationalResearch, 1(1), 1-7. doi:10.1080/**.2014.984975
l Peters, M. A.,Tesar, M., & Locke, K. (2014). Michel Foucault. Oxford University Press. doi:10.1093/OBO/77-0128
l Peters, M. A.(2014). Zarathrustra’s pedagogy. Educational Philosophy and Theory, 46(5),443-445. doi:10.1080/**.2013.782176
l Peters, M. A.(2014). Competing conceptions of the creative university. EducationalPhilosophy and Theory, 46(7), 713-717. doi:10.1080/**.2013.785074
l Peters, M. A.(2014). Open science, philosophy and peer review. Educational Philosophy andTheory, 46(3), 215-219. doi:10.1080/**.2013.781296
l Peters, M. A.(2014). Socrates and Confucius: The cultural foundations and ethics oflearning. Educational Philosophy and Theory, _online, 1-5. doi:10.1080/**.2014.930232
l Peters, M. A.(2014). Internet universality: Human rights and principles for the internet.Knowledge Cultures, 2(3), 15-28. Retrieved from http://www.addletonacademicpublishers.com/
l Peters, M. A.(2014). Through the smoke and mirrors of partnership. In D. Cooke, C. Hill, P.Baskett, & R. Irwin (Eds.), Beyond the free market. Rebuilding a justsociety in New Zealand (pp. 137-140). Auckland, New Zealand: DunmorePublishing.
l Peters, M. A.(2014). Anxieties of knowing. Educational Philosophy and Theory, 1-5. doi:10.1080/**.2013.851343
l Peters, M. A.(2014). Introduction: Giorgio Agamben’s Homo Sacer Project. EducationalPhilosophy and Theory, 46(4), 327-333. doi:10.1080/**.2014.900313
l Peters, M. A.(2014). Editorial. ‘Western education is sinful’: Boko Haram and the abductionof Chibok schoolgirls. Policy Futures in Education, 12(2), 186-190. doi:10.2304/pfie.2014.12.2.186
l Peters, M. A.(2014). Looking east: Education reform and the Korean creative economy.Educational Philosophy and Theory, 47(1), 1-9. doi:10.1080/**.2013.873198
l Peters, M. A.(2014). Liber amicorum: A philosophical conversation among friends. In G.Lazaroiu (Ed.), Liber amicorum: A philosophical conversation among friends. Afestschrift for Michael A. Peters (pp. 185-202). Woodside, New York: AddletonAcademic Publishers.
l Peters, M. A.,& Besley, A. C. (2014). Subjectivity, employability and the crisis of youthunemployment in the great global recession: Notes towards a concept ofknowledge socialism. Knowledge Cultures, 2(2), 152-165.
l White, E. J.,& Peters, M. A. (2014). Creativity, dialogue, and place: Vitebsk, the earlyBakhtin and the origins of the Russian avant-garde. In The 4th InternationalInterdisciplinary Conference on Perspectives and Limits of Dialogism in MikhailBakhtin. Conference held at Hamilton, New Zealand.
l Peters, M. A.(2014). Postscript on Marxism. In G. Lazaroiu (Ed.), Liber amicorum: Aphilosophical conversation among friends. A festschrift for Michael A. Peters(pp. 210-215). Woodside, New York: Addleton Academic Publishers.
l Peters, M. A.(2014). Problematizing liberal cosmopolitanisms: Foucault and neoliberalcosmopolitan governmentality. Contemporary Readings in Law and Social Justice,6(1), 13-37. Retrieved from http://www.addletonacademicpublishers.com/
l Mika, C., &Peters, M. A. (2014). Blind, or keenly self-regarding? The dilemma of Westernphilosophy. Educational Philosophy and Theory, 1-3. doi:10.1080/**.2014.991496
l Peters, M. A.(2014). White Philosophy in/of America. In My Teaching, My Philosophy (pp.108-123). Peter Lang. Retrieved from http://www.peterlang.com/
l Peters, M. A.(2014). Policy Futures in Education. Unknown Journal, 12(2), 339 pages.
l Peters, M. A.,& Kwak, D. -J. (2014). Moral education and humanistic approaches to teachereducation: A conversation with Duck-Joo Kwak. Review of ContemporaryPhilosophy, 13, 90-102.
l Peters, M. A.,& Besley, T. (2014). Paulo Freire. The global legacy (Vol. 500). Peter LangPublishing.
l Peters, M. A.,& Besley, T. (Eds.) (2014). Children in crisis: Child poverty, educationand social justice. Educational Philosophy and Theory, 46(9), 146 pages.
l Peters, M. A.,& Besley, T. A. C. (2014). Introduction: Children in Crisis: Child Povertyand Abuse in New Zealand. Educational Philosophy and Theory, 46(9), 945-961.doi:10.1080/**.2014.935280
l Peters, M. A.(2014). Resistance, forgiveness, social justice. Educational Philosophy andTheory, 46(1), 1-3. doi:10.1080/**.2013.874624
l Peters, M. A.(2014). The shapes of theory in education. Educational Philosophy and Theory,1-5. doi:10.1080/**.2014.920975
l Peters, M. A.(2014). Rhizomatic America and arborescent culture: Towards a new philosophy ofdance. Educational Philosophy and Theory, 1-7. doi:10.1080/**.2014.920974
l Gordon, L.,Peters, M. A., & Besley, T. (2014). The Development of Massive Open OnlineCourses (MOOCs) in New Zealand. Hamilton, New Zealand: Ako Aotearoa. Retrievedfrom https://akoaotearoa.ac.nz/
l Peters, M. A.,& Besley, T. (2013). Knowledge Cultures. ., 1(2), 25-229.
l Peters, M. A.(2013). Islam, philosophy and education: A conversation with Khosrow BagheriNoaparast. Analysis and Metaphysics, 12, 195-209.
l Peters, M. A.(2013). Contexts, contextualism and contextualizing educational researchantidotes to a Eurocentric Universalist social science. In A. D. Reid, E. P.Hart, & M. A. Peters (Eds.), A Companion to Research in Education (Vol.93, pp. 239-246). Springer Netherlands. doi:10.1007/978-94-007-6809-3_31
l Peters, M. A.,& Besley, T. (2013). Knowledge cultures. ., 1, 1-104.
l Peters, M. A.(2013). Education, philosophy and politics: The selected works of Michael A.Peters. Taylor and Francis. doi:10.4324/99
l Peters, M. A.,& Besley, T. (2013). Marx and Foucault: Subjectivity, employability and thecrisis of youth unemployment in the great global recession. Policy Futures inEducation, 11(6), 779-784. doi:10.2304/pfie.2013.11.6.779
l Peters, M. A.(2013). Citizenship, democracy and social justice: A conversation with MariaOlson. Contemporary Readings in Law and Social Justice, 5(1), 112-121.
l Peters, M. A.,& Besley, T. (2013). Introduction: Competing conceptions of the creativeuniversity. In M. A. Peters, & T. Besley (Eds.), Re-imagining the CreativeUniversity for the 21st Century (pp. vii-xv). Rotterdam, The Netherlands: SensePub. doi:10.1007/978-94-6209-458-1
l Besley, T., &Peters, M. A. (2013). The creative university: Creative social developent andacademic entrepreneurship. In Re-imagining the Creative University for the 21stCentury (pp. 3-26). Rotterdam, The Netherlands: Sense Pub.
l Besley, A. C.,& Peters, M. A. (Eds.) (2013). Re-imagining the Creative University for the21st Century (Vol. 2). Rotterdam: Sense Publishers. doi:10.1007/978-94-6209-458-1
l Peters, M. A.(2013). Policy Futures in Education. ., 11(5), 481-657.
l Peters, M. A.(2013). Educational Philosophy and Theory. ., 45(1), 1-116.
l Peters, M. A.(2013). Children in Crisis: The New Zealand case. Educational Philosophy andTheory, 45, 1-5. doi:10.1080/**.2012.755756
l Peters, M. A.(2013). Philosophy of Education in the Perspective of Professor R. S. Peters.Educational Philosophy and Theory, 45(2), 117-238.
l Peters, M. A.,& Tchibozo, G. (2013). Educators’ work: between community service,professional improvement and personal development. Policy Futures in Education,11(3), 223-330.
l Peters, M. A.(2013). Policy Futures in Education. ., 11(4), 331-480.
l Peters, M. A.(2013). Educational Philosophy and Theory. ., 45(10), 989-1083.
l Peters, M. A.(2013). Reconceptualising Physical Education. Educational Philosophy andTheory, 45(9), 887-987.
l Peters, M. A.(2013). Education, ethics and existence: Camus and the human condition.Educational Philosophy and Theory, 45(11), 1085-1190.
l Peters, M. A.,Tesar, M., & Locke, K. (2013). Philosophy of education. Oxford UniversityPress. Retrieved from http://www.oxfordbibliographies.com/
l Peters, M. A.(2013). Institutions, semiotics and the politics of subjectivity. In B. Dillet,I. MacKenzie, & R. Porter (Eds.), The Edinburgh Companion toPoststructuralism (pp. 368-382). Edinburgh, Scotland.
l Engels-Schwarzpaul,A. -C., & Peters, M. A. (2013). Of other thoughts: Non-traditional ways tothe doctorate. Rotterdam, The Netherlands: Sense Publishers. Retrieved from http://books.google.co.nz/
l Peters, M. A.(2013). Policy Futures in Education. ., 11(1), 1-114.
l Peters, M. A.(2013). Festschrift for Paul Hager. Educational Philosophy and Theory, 45(12),1191-1318.
l Peters, M. A.(2013). Cosmopolitanism, emancipation and educational philosophy (Cyprus incrisis): A conversation with Marianna Papastephanou. Geopolitics, History, andInternational Relations, 5(2), 124-144.
l Peters, M. A.(2013). Philosophy, globalization and the future of the university: Aconversation between Sharon Rider and Michael A. Peters. Review of ContemporaryPhilosophy, 12, 140-157.
l Peters, M. A. (2013).Institutions, semiotics and the politics of subjectivity. Geopolitics, History,and International Relations, 5(1), 11-26.
l Peters, M. A.,& Kwak, D. -J. (2013). Moral education and humanistic approaches to teachereducation: A conversation between Duck-Joo Kwak and Michael A. Peters.Philosophy Education Society of Australasia (PESA). Retrieved from http://eepat.net/
l Besley, T., &Peters, M. A. (2013). The creative university: Creative social development andacademic entrepreneurship. In T. Besley, & M. A. Peters (Eds.),Re-imagining the creative university for the 21st century (pp. 3-26).Rotterdam, The Netherlands: Sense Publishers.
l Peters, M. A.(2013). Radical openness: Creative institutions, creative labor and the logicof public organizations in cognitive capitalism. In Organization and the NewConference. Conference held at Philipps-Universit?t University, Marburg,Germany.
l Peters, M. A.(2013). Introduction to knowledge cultures. Knowledge Cultures, 1(2), 25-29.
l Peters, M. A.(2013). Radical openness: Creative institutions, creative labor and the logicof public organizations in cognitive capitalism. Knowledge Cultures, 1(2), 47-72.
l Peters, M. A.(2013). Prospects for open science. Knowledge Cultures, 1(3), 118-130.
l Peters, M. A.,& Besley, T. (2013). Public knowledge cultures. Knowledge Cultures, 1(2),30-46.
l Peters, M. A.(2013). Human brain project; blue brain; virtual brain. Educational Philosophyand Theory, 45(8), 817-820. doi:10.1080/**.2013.781295
l Reid, A. D., Hart,E. P., & Peters, M. A. (Eds.) (2013). A companion to research in education.Dordrecht: Springer. doi:10.1007/978-94-007-6809-3
l Peters, M. A.(2013). Policy Futures in Education. ., 11(2), 115-222.
l Peters, M. A.(2013). Popular Cultural Pedagogy, in Theory; Or: What can cultural theorylearn about learning from popular culture?. Educational Philosophy and Theory,45(6), 601-706.
l Peters, M. A.(2013). Peirce's New Rhetoric: Prospects for educational theory and research.Educational Philosophy and Theory, 45(7), 707-816.
l Peters, M. A.(2013). Educational Philosophy and Theory. ., 45(8), 817-886.
l Peters, M. A.(2013). Educational Philosophy and Theory. Educational Philosophy and Theory,45(5), 122 pages
l Scott, A. J.,Lucarelli, S., Peters, M. A., & Vercellone, C. (2013). Cognitive-culturalproduction, digital labour and the new frontiers of knowledge. A conversationwith Allen J. Scott. Knowledge Cultures, 1(4), 167-178.
l Peters, M. A.,& Thayer, J. (2013). The cold peace. In Critical peace education: Difficultdialogues (Vol. 53, pp. 29-43). The Netherlands: SpringerNetherlands. doi:10.1007/978-90-481-3945-3_2
l Peters, M. A.(2013). The last post? Post-postmodernism and the linguistic u-turn. Linguisticand Philosophical Investigations, 12(1), 34-46.
l Peters, M. A.(2013). The concept of radical openness and the new logic of the public.Educational Philosophy and Theory, 45(3), 239-242. doi:10.1080/**.2013.774521
l Peters, M. A.(2013). Shifting focus: Strangers and strangeness in literature and education.Educational Philosophy and Theory, 45(4), 355-476.
l Peters, M. A.(2013). The educational mode of development. Educational Philosophy and Theory,45(5), 477-481. doi:10.1080/**.2013.782122
l Peters, M. A.(2013). Educational Philosophy and Theory. ., 45(3), 239-353.
l Peters, M. A.(2013). Making a difference: Academic pathologies and the anxieties of knowing.Hamilton, New Zealand: The Wilf Malcolm Institute of Educational Research, TheUniversity of Waikato.
l Peters, M. A.,& Besley, T. (2013). The creative university. Rotterdam, The Netherlands:Sense Publishers.
l Peters, M. A.(2013). Managerialism and the neoliberal university: Prospects for new forms ofopen management in higher education. Contemporary Readings in Law and SocialJustice, 5(1), 11-26.
l Peters, M. A.(2013). Educational Philosophy and Theory. ., 45(5), 477-599.
l Peters, M. A.(2012). On the Edge of Theory: Dadaism, (Ca-Caism), Gagaism. Review ofEducation, Pedagogy, and Cultural Studies, 34(5), 216-226. doi:10.1080/**.2011.620907
l White, J., &Peters, M. A. (2012). Brushing the canvas: From art to life in Vitebsk. In TheCreative University: Education and the Creative Economy, Knowledge Formation,Global Creation and the Imagination Conference. Conference held at Hamilton,New Zealand.
l White, E. J.,& Peters, M. A. (2012). Creativity and the university: A Bakhtinianperspective. In The Creative University: Education and the Creative Economy,Knowledge Formation, Global Creation and the Imagination Conference. Conferenceheld at Hamilton, New Zealand.
l Besley, T., &Peters, M. A. (2012). Introduction: Interculturalism, education and dialogue.In T. Besley, & M. A. Peters (Eds.), Interculturalism, Education andDialogue (pp. 1-25). Peter Lang Pub Incorporated.
l Peters, M. A.(2012). Open works, open cultures, and open learning systems. In T. Luke, &J. Hunsinger (Eds.), Putting Knowledge to Work and Letting Information Play:Second Edition (pp. 55-71). Sense Publishers. doi:10.1007/978-94-6091-728-8
l Peters, M. A.,Liu, T. C., & Ondercin, D. J. (2012). The pedagogy of the open society:Knowledge and the governance of higher education. Sense Publishers. doi:10.1007/978-94-6091-967-1
l Peters, M. A. (2012).Foreword. S. Bialostok, R. Whitman, & W. Bradley (Eds.), Rotterdam, TheNetherlands: Sense Publishers. doi:10.1007/978-94-6091-961-9
l Peters, M. A.(2012). Editorial: Educational Philosophy and Theory: Celebrating the first 10years. Educational Philosophy and Theory, 44(10). doi:10.1111/j.1469-5812.2009.00627.x
l Peters, M. A.(2012). Editorial: Looking forward in anger. Educational Philosophy and Theory,44(3), 238-244. doi:10.1111/j.1469-5812.2011.00810.x
l Peters, M. A.,& Besley, T. (2012). Education and postmodernism. In J. Arthur, & A.Peterson (Eds.), The Routledge Companion To Education (pp. 28-35). Oxon,England: Routledge.
l Peters, M. A.(2012). Henry giroux on democracy unsettled: From critical pedagogy to the waron youth - An interview. Policy Futures in Education, 10(6), 688-733. doi:10.2304/pfie.2012.10.6.688
l Peters, M. A.,& Besley, T. (2012). Education, dialogue and interculturalism: Newdirections and contexts. Educational Philosophy and Theory, 44(9), 909-912.doi:10.1111/j.1469-5812.2012.00870.x
l Peters, M. A.(2012). Anger and political culture: A time for outrage!. Policy Futures inEducation, 10(5), 563-568. doi:10.2304/pfie.2012.10.5.563
l Peters, M. A.(2012). Poetry as offence. Educational Philosophy and Theory, 44(2), 129-132.doi:10.1111/j.1469-5812.2011.00819.x
l Peters, M. A.(2012). Bio-informational capitalism. Thesis Eleven, 110(1), 98-111. doi:10.1177/07255**
l Peters, M. A.(2012). Educational research and the philosophy of context. EducationalPhilosophy and Theory, 44(8), 793-800. doi:10.1111/j.1469-5812.2012.00845.x
l Peters, M. A.(2012). Obama and the end of the American dream: Essays in political andeconomic philosophy. Rotterdam, The Netherlands: Sense Publishers. doi:10.1007/978-94-6091-771-4
l Peters, M. A.(2012). User-created education. Educational Philosophy and Theory, 44(10),1041-1044. doi:10.1111/j.1469-5812.2011.00818.x
l Peters, M. A.(2012). Problematizing cosmopolitan citizenship education: A social theory ofright and the juridical construction of the subject. In The World and theTeacher - Prospects and Challenges for Teacher Education in an Age of Cosmopolitanization.Conference held at Stockholm University, Sweden.
l Baker, M., &Peters, M. A. (2012). Introduction. Education and Scenarios for apost-occidental world. Policy Futures in Education, 10(1), 1-3.
l Wilson, D., Cope,B., & Peters, M. A. (2012). The parable of the physicist and thepostmodernists. Policy Futures in Education, 10(2), 229-233. doi:10.2304/pfie.2012.10.2.229
l Baker, M., &Peters, M. A. (2012). Education and Scenarios for a Post-Occidental World.Policy Futures in Education, 10(1), 1-134. doi:10.2304/pfie.2012.10.1.1
l Peters, M. A.(2012). Introduction. Neoliberalism, education and the crisis of westerncapitalism. Policy Futures in Education, 10(2), 134-141. doi:10.2304/pfie.2012.10.2.134
l Baker, M., &Peters, M. A. (2012). Dialogue on modernity and modern education in dispute.Policy Futures in Education, 10(1), 30-50. doi:10.2304/pfie.2012.10.1.30
l Peters, M. A.(2012). Postmodern education capitalism, global information systems and newmedia networks. Policy Futures in Education, 10(1), 23-29. doi:10.2304/pfie.2012.10.1.23
l Peters, M. A.(2012). Neolibiberal globalisation and educational policy. Policy Futures inEducation, 10(2), 1-248. Retrieved from http://www.wwwords.co.uk/pfie/content/pdfs/10/issue10_2.asp
l Peters, M. A.,& Besley, T. (2012). The Narrative Turn and the Poetics of Resistance:towards a new language for critical educational studies. Policy Futures inEducation, 10(1), 117-127. doi:10.2304/pfie.2012.10.1.117
l Peters, M. A.(2012). The virtues of openness: Scientific communication, the public good andthe constitution of the global knowledge commons. In Cosmopolitanism,Communication and Citizenship Education. Conference held at Orebro University,Sweden.
l Peters, M. A.,& Nederveen, J. (2012). Understanding the sources of anti-Westernism: adialogue between Jan Nederveen Pieterse and Michael A. Peters. Policy Futures inEducation, 10(1), 59-69. doi:10.2304/pfie.2012.10.1.59
l Peters, M. A.(2012). Editorial: Jean-Luc Godard’s Film Socialisme and the pedagogy of theimage. Educational Philosophy and Theory, 44(7), 681-685. doi:10.1111/j.1469-5812.2011.00841.x
l Peters, M. A.(2012). Professor Richard Stanley Peters Obituary. Educational Philosophy andTheory, 44(3), 233. doi:10.1111/j.1469-5812.2012.00857.x
l Peters, M. A.(2011). Afterword. Manifesto for education in the age of cognitive capitalism:Freedom, creativity and culture. In C. McCarthy, H. Greenhalgh Spencer, &R. Mejia (Eds.), New Times: Making Sense of Critical/Cultural Theory in aDigital Age (pp. 349-363). Peter Lang Publishing Inc..
l Peters, M. A.(2011). White philosophy in/of America. Pragmatism Today, 2, 144-154.
l Peters, M. A.(2011). Manifesto for education in the age of cognitive capitalism: Freedom,creativity and culture. Economics, Management, and Financial Markets, 6,389-401.
l Peters, M. A.(2011). Greening the knowledge economy: Ecosophy, ecology and economy.Economics, Management, and Financial markets, 6(2), 11-38.
l Peters, M. A.(2011). Three forms of the knowledge economy: Learning, creativity andopenness. In Handbook on Globalization and Higher Education (pp. 76-94). EdwardElgar Publishing Ltd..
l Peters, M. A.(2011). The future of Muslim youth: Interview with Linda Herrera. PolicyFutures in Education, 9(2), 248-257.
l Peters, M. A.(2011). White philosophy in/of America. Linguistic and PhilosophicalInvestigations, 10, 7-22.
l Peters, M. A.,& Besley, T. A. C. (2011). Learned societies as 'knowledge cultures':Emerging public knowledge ecologies. In Philosophy and history of thediscipline of education: Faces and spaces in educational research. Conferenceheld at Nurnberg.
l Peters, M. A.(2011). The Egyptian revolution 2011. Policy Futures in Education, 9(2),292-295.
l Peters, M. A.(2011). Editorial. Educational Philosophy and Theory, 43(4), 317-320. doi:10.1111/j.1469-5812.2011.00770.x
l Besley, T., &Peters, M. A. (2011). Introduction: Interculturalism, ethnocentrism anddialogue. Policy Futures in Education, 9(1), 1-12. doi:10.2304/pfie.2011.9.1.1
l Peters, M. A.(2011). Editorial: The Emergence of the Global Science System and the Promiseof Openness. Educational Philosophy and Theory, 43(10), 1013-1019. doi:10.1111/j.1469-5812.2011.00784.x
l Peters, M. A.,& Bulut, E. (2011). Introduction: Cognitive capitalism, education and thequestion of immaterial labor. In M. A. Peters, & E. Bulut (Eds.), Cognitivecapitalism, education and digital labor. Peter Lang Publishing Inc..
l Peters, M. A.(2011). Editorial. Educational Philosophy and Theory, 43(7), 701-705. doi:10.1111/j.1469-5812.2011.00769.x
l Peters, M. A.(2011). Editorial. Educational Philosophy and Theory, 43(2), 109-111. doi:10.1111/j.1469-5812.2010.00749.x
l Peters, M. A.,& Araya, D. (2011). Introduction. Transforming American education: Learningpowered by technology. E-Learning and Digital Media, 8(2), 102-105. doi:10.2304/elea.2011.8.2.102
l Roberts, P., &Peters, M. A. (2011). From Castalia to Wikipedia: Openness and closure inknowledge communities. E-Learning and Digital Media, 8(1), 36-46. doi:10.2304/elea.2011.8.1.36
l Peters, M. A.,& Besley, T. (2011). Education and postmodernism. In J. Arthur, & A.Peterson (Eds.), The Routledge Companion to Education (pp. 28-36). Routledge.
l Peters, M. A.(2011). Algorithmic capitalism and educational futures. In M. A. Peters, &E. Bulut (Eds.), Cognitive capitalism, education and digital labor (pp.245-258). Peter Lang Publishing Inc..
l Herrera, L., &Peters, M. A. (2011). The educational and political significance of the newsocial media: A dialogue with Linda Herrera and Michael A. Peters. E-Learningand Digital Media, 8(4), 364-374. doi:10.2304/elea.2011.8.4.364
l Peters, M. A.(2011). Editorial: Why equality matters. Educational Philosophy and Theory,43(8), 793-796. doi:10.1111/j.1469-5812.2011.00806.x
l Peters, M. A.,& Besley, T. (2011). Cognitive capitalism, education and the question ofdigital labour. In Institute of Education, University of London, Centre forHigher Education Seminar Series 2011/12, Institute of Education, University ofLondon, UK.
l White, E. J.,& Peters, M. A. (2011). Aesthetics of the beautiful: Ideologic tensions incontemporary assessment. In E. J. White, & M. A. Peters (Eds.), BakhtinianPedagogy: Opportunities and Challenges for Research, Policy and Practice inEducation Across the Globe (pp. 47-67). Peter Lang Publishing Inc..
l White, E. J.,& Peters, M. A. (2011). Introduction: Reading Bakhtin Educationally. In E.J. White, & M. A. Peters (Eds.), Bakhtinian Pedagogy: Opportunities andChallenges for Research, Policy and Practice in Education Across the Globe (pp.1-17). Peter Lang Publishing Inc..
l Besley, T.,Peters, M. A., & Xaioping, J. (2011). (Editors) The Council of Europe'sWhite Paper on Intercultural Dialogue. Policy Futures in Education, 9(1),1-144.
l White, E. J.,& Peters, M. A. (2011). Bakhtinian Pedagogy: Opportunities and Challengesfor Research, Policy and Practice in Education Across the Globe. New York:Peter Lang Publishing Inc..
l Peters, M. A.(2011). Leo Strauss and the neoconservative critique of the liberal university:Postmodernism, relativism, and the culture wars. In Leo Strauss, Education, andPolitical Thought (pp. 181-210). Fairleigh Dickinson University Press.
l Peters, M. A.(2011). The last book of postmodernism: Apocalyptic thinking, philosophy andeducation in the twenty-first century. New York: Peter Lang Publishing Inc..
l York, J. G., &Peters, M. A. (2011). Leo Strauss, education, and political thought. Plymouth,United Kingdom: Fairleigh Dickinson University Press.
l McGee, C. (2011).Editorial. Teachers and Curriculum, 12, 3-4.
l Peters, M. A.,& Bulut, E. (2011). Cognitive capitalism, education and digital labor. NewYork: Peter Lang Publishing Inc..
l Peters, M. A.,& Roberts, P. (2011). The virtues of openness: Education, science, andscholarship in the digital age. Boulder, Colorado, USA: Paradigm Publishers.
l Peters, M. A.(2011). Education and 'societies of control' from disciplinary pedagogy toperpetual training. Contemporary Readings in Law and Social Justice, 3(1),7-32.
l Besley, T., &Peters, M. A. (2011). Interculturalism, education and dialogue. In 41st AnnualConference of the Philosophy of Education Society of Australasia. Conferenceheld at AUT University, Auckland, New Zealand.
l Peters, M. A.,& Fitzsimons, P. (2011). Digital technologies in the age of YouTube:Electronic textualities, the virtual revolution and the democratization ofknowledge. In 41st Annual Conference of the Philosophy of Education Society ofAustralasia. Conference held at AUT University, Auckland, New Zealand.
l Peters, M. A.,& York, J. G. (2011). Introduction: Leo Strauss: Reading between the lines.In Leo Strauss, Education, and Political Thought (pp. 9-19). FairleighDickinson University Press.
l Peters, M. A.,& Tukeo, S. (2011). Cultural exchange, study abroad and discourse of theother. In Global Creation: Space, mobility and synchrony in the age of theknowledge economy (pp. 266-283). Peter Lang Publishing Inc..
l Peters, M. A.,& Besley, T. (2011). The narrative turn and the poetics of resistance:Towards a new language for critical educational studies. In The Last Book ofPostmodernism (pp. 155-171). Peter Lang Publishing Inc..