Philosophy and Theory in Higher Education
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Philosophy and Theory in Higher Education is an international refereed scholarly journal committed to advancing understanding of the role(s) and purpose(s) of higher education. The journal strives to be inclusive in scope, addressing topics and issues of significance to a wide range of scholars and practitioners concerned with the relationship between higher education and society. Rigorous submissions informed by diverse philosophical and theoretical orientations, including, but not limited to, critical theory, existentialism, feminism, queer theory, post-colonialism, Marxism, liberalism, poststructuralism, postmodernism, and posthumanism will be welcomed. PTIHE aims to stimulate critical analyses of policy and practice in higher education, with an emphasis on inter-disciplinarity and international perspectives. The content will be primarily philosophical and theoretically-based research papers. Analytical papers that reflect on empirical projects will also be featured in the journal. Short responses to previous articles as well as essay reviews of new works in the field will be considered to promote ongoing critical dialogue within the journal. Proposals for special issues, with thematically linked papers, are encouraged. |
Download the Open Access publications here:
Volume 1/Issue 3/ November 2019
Submit your work to PITHE journal here
To submit your work to PTHE, contact us at PTHE@ua.edu with your contact details and abstract in the email message. Attach an anonymized copy of your manuscript as a word document.
Audience
The audience includes researchers, policy-makers, students, faculty, and administrators working in the field of higher education.
Purpose and Mission
The overarching purpose of PTIHEs to extend conversations on the importance of philosophy, critical social theory, and the philosophical method in the study of higher education. Specifically, the journal seeks to
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advance philosophic and theoretical treatments of problems in higher education;
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explore points of agreement and difference among different philosophies/philosophers of higher education;
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explore and inform through philosophic and critical analyses central concepts in policies, pedagogic methods, and curricula in higher education;
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reevaluate the ever-changing purposes of higher education, especially in democratic societies;
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reconsider the balance between higher education as a public and private good;
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Address issues of equity in higher education finance, governance, the professoriate, student services, and general issues of opportunity;
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analyze diversity and social inequities generated by factors such as national origin or immigration status, race, gender, gender identity, social class, culture, ethnicity, language, sexual orientation, disability; and,
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consider issues in higher education from different philosophical branches including ethics, epistemology, political philosophy, and social philosophy and from different theoretical perspectives including critical theory, feminism, queer theory, post-colonial theory, Marxism, and poststructural/postmodern theories
With these aims and purposes in mind, it is the mission of the Philosophy and Theory in Higher Education to inform policy and practice in higher education while critically engaging with the myriad and sometimes conflicting purposes of the academy as both a private and public good.
Executive Editor
John E. Petrovic, The University of Alabama
Editorial Style
Chicago Manual of Style (sixteenth edition)
Publisher
Peter Lang Publishing, Inc.—USA
In Partnership with
The University of Alabama, College of Education