Notes on Contributors

David Aldridge After teaching and leading in religious education and philosophy departments in secondary schools for ten years, David Aldridge moved to Oxford Brookes University, where he is now Principal Lecturer in Philosophy of Education and Programme Lead for Secondary Initial Teacher Education, MA Programmes in Education, and the Educational Doctorate (EdD). His main research interests are phenomenology and philosophical hermeneutics, and he has published in Journal of Philosophy of Education, Educational Philosophy and Theory and Journal of Beliefs and Values.

Gert Biesta is currently Professor of Educational Theory and Policy and Head of the Institute of Education and Society, University of Luxembourg. He has published widely on the theory and philosophy of education and the theory and philosophy of educational and social research. Recent work focuses particularly on teaching and teacher education and on the roles of theory and theorising in educational research. He is editor-in-chief of the journal Studies in Philosophy of Education, and co-edits two book series on the theory and philosophy of education with Routledge. Recent books include Good Education in an Age of Measurement (2010) and The Beautiful Risk of Education (2014), both with Paradigm Publishers USA. He is also co-author of a chapter on the philosophy of teaching in the forthcoming edition of the AERA Handbook of Research on Teaching.

Lorraine Foreman-Peck is an Honorary Research Fellow at Oxford University's Department for Educational Studies. She has taught in inner-city secondary schools in London and Newcastle upon Tyne and at the Universities of Newcastle, Northumbria, Oxford Brookes and Northampton, where she was Reader in Education. She has been a Visiting Professor at Northumbria University. Her recent research has included empirical and philosophical investigations into museum pedagogy, responsive evaluation methodology, and teacher well-being. In 2010 she co-authored Using Educational Research to Inform Practice: A Practical Guide to Practitioner Research in Universities and Colleges (Routledge) with C. Winch.

Fiona Hallett is a Reader in Education at Edge Hill University (UK) and Joint Editor of the British Journal of Special Education. She is interested in inclusive educational practices and has researched the lived experiences of children in mainstream and special schools and students in higher education. She is also interested in the ways in which research methodologies position the researcher and the researched and is currently using visual methodologies for an international project on inclusion.

Ruth Heilbronn researches and lectures at the UCL Institute of Education, where she has led various teams engaged in teacher education, having previously taught in inner London secondary schools and worked as an LEA adviser. Her publications include research on the induction of newly qualified teachers, for the Department for Education, and Teacher Education and the Development of Practical Judgement (Continuum, 2008). In 2010 she co-edited Critical Practice in Teacher Education with John Yandell (IoE Press) and has recently published on ethical teacher education. She is an executive member of the Philosophy of Education Society of Great Britain.

Chris Higgins is Associate Professor and Program Coordinator of Philosophy of Education in the Department of Education Policy, Organization and Leadership at the University of Illinois at Urbana-Champaign, where he serves as Editor of Educational Theory and holds affiliate appointments in the Unit for Criticism and Interpretive Theory and the Center for Translation Studies. He was Co-Director of an NEH Summer Institute for College Teachers entitled 'The Centrality of Translation to the Humanities: New Interdisciplinary Scholarship' (2013) and Director of the Illinois New Teacher Collaborative (2011-2012). He has served as Program Chair of the Philosophy of Education Society and now serves as General Editor of the Society's Yearbook, Philosophy of Education. His scholarly work concerns the ethical and existential dimensions of the practice of teaching. His book, The Good Life of Teaching: An Ethics of Professional Practice (Wiley-Blackwell, 2011), draws on virtue ethics and neo-praxis philosophy (e.g. Hannah Arendt, John Dewey, Hans-Georg Gadamer, Alasdair MacIntyre, and Michael Oakeshott) to examine the nature of meaningful work and the place of self-cultivation in teaching. His work also explores the dynamics of the teacher-student relationship (freedom and authority, dialogue and recognition, transformative education); teacher education (the role of the arts and the humanities, the cultivation of reflection and professional judgement); aesthetic education (the arts and the educated imagination; creativity and social change); the nature of schooling (progressive and radical theories; what makes a public school public); and higher education (liberal and vocational aims; hermeneutics and translation; humanism and the humanities; political economy of the university).

Pádraig Hogan is a senior lecturer at the National University of Ireland Maynooth, where he leads the Research and Development programme 'Teaching and Learning for the 21st Century' (TL21). His research interests are mainly concerned with issues of quality in educational experience and with the enhancement of educational policy and practice. He has published widely and his most recent book is The New Significance of Learning: Imagination's Heartwork (Routledge, 2010).

James McAllister is director of first year education studies in the School of Education, University of Stirling and is a qualified primary school teacher. His doctoral study at the University of Edinburgh entailed an analysis of philosophical and policy literature related to school discipline, pupil behaviour and teacher authority. His publications have involved philosophical exploration of epistemology and education; how school discipline might be more educational; emotion education; physical education; the curriculum for excellence in Scotland; the ethics underpinning educational research; and the role and importance of the body in education. He has two articles forthcoming that explore the thought of the Scottish philosopher John MacMurray on school discipline and emotion education and on the importance of learning through bodily senses and with love.

Mary McAteer has worked for over 30 years as a teacher, local authority consultant and educator, in a range of senior pastoral and curriculum roles. Since moving into higher education in 1999 she has held a range of posts including Senior Lecturer and Principal Lecturer, and programme lead for Master's-level Professional Development Programmes in two different universities. Her current post is Director of the Specialist Primary Mathematics Programmes in Edge Hill University, where she supports a range of Master's-level practitioner research projects, and also supervises doctoral studies. She has a particular interest in the notion of ethical deliberation and the changing nature of ethical issues facing the practitioner researcher during the life of a project.

Alis Oancea is Associate Professor in the Philosophy of Education and Deputy Director for Research at the Department of Education, University of Oxford. She writes on philosophy of research, research ethics, knowledge dynamics, policy and governance, higher education, contemporary challenges for philosophy of education, and science and technology studies. She is currently leading an AHRC study on the cultural value of arts and humanities research, and co-editing the Review of Education (Wiley). Publications include Quality in Applied and Practice-Based Research (Routledge, 2007), Education for All (Routledge, 2009) and Research Methods in Education (Sage, 2014). She is secretary to the Oxford branch of the Philosophy of Education Society of Great Britain and was part of the executive group of the Society's Philosophical Perspectives on Teacher Education initiative.

Janet Orchard is Co-Director of the PGCE Programme at the Graduate School of Education, University of Bristol, having previously taught in secondary schools for over 14 years. Her publications focus on professional education, specifically the contribution of philosophy to teacher education. She co-authored 'The Contribution of Educational Research to Teachers' Professional Learning - Philosophical Understandings' with Christopher Winch and Alis Oancea for the BERA/RSA Teacher Education Inquiry, and in 2014 she co-edited Learning Teaching from Experience: Multiple Perspectives, International Contexts (Bloomsbury) with Viv Ellis. She has been a co-opted member of the Executive of the Philosophy of Education Society of Great Britain since 2008, with specific responsibility for engagement with teacher education, the capacity in which she convened the Philosophical Perspectives for Teacher Education initiative.

Paul Reynolds is Reader in Sociology and Social Philosophy at Edge Hill University. His research interests are in radical theory, ethics and critique, and, germane to his contribution here, radical pedagogy and the possibility of moral agency in professional practice. Amongst his research involvements is co-directorship...