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Philosophy and Theory in Higher Education

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.

If you are interested in submitting your work to the PTIHE Journal, please view our open call(s) and submit here: https://pthe.submittable.com/submit.

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

  • advance philosophic and theoretical treatments of problems in higher education;

  • explore points of agreement and difference among different philosophies/philosophers of higher education;

  • explore and inform through philosophic and critical analyses central concepts in policies, pedagogic methods, and curricula in higher education;

  • reevaluate the ever-changing purposes of higher education, especially in democratic societies;

  • reconsider the balance between higher education as a public and private good;

  • Address issues of equity in higher education finance, governance, the professoriate, student services, and general issues of opportunity; 

  • 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,

  • 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.

Editorial Board

Benjamin Baez
Florida International University, USA

Ronald Barnett
University College London Institute of Education, UK

Søren Smedegaard Bengtsen
Aarhus University, DENMARK

Paul Gibbs
Middlesex University, UK

Ryan Evely Gildersleeve
University of Denver, USA 

Amanda Fulford
Leeds Trinity University, UK

Alex Guilherme
Pontífica Universidade Católica do Rio Grande do Sul, BRAZIL

Sangeeta Kamat
University of Massachusetts, USA 

Ravi Kumar
South Asian University, INDIA

Aaron Kuntz
The University of Alabama, USA

Jenny Lee
University of Arizona, USA

John Levin
University of CA, Riverside, USA

Andrés Mejía
Universidad de Los Andes, Colombia

Rajani Naidoo
University of Bath, UK

Fazal Rizvi
University of Melbourne, AUSTRALIA

Peter Roberts
University of Canterbury, NEW ZEALAND

Wesley Shumar
Drexel University, USA 

Mala Singh
Rhodes University, SOUTH AFRICA

Krystian Szadkowski
Adam Mickiewicz University in Poznań, POLAND

Susan Talburt
Georgia State University, USA

Yusef Waghid
Stellenbosch University, SOUTH AFRICA

Executive Editor

John E. Petrovic, The University of Alabama

Responses and Reviews Editor

Daniel Saunders, Florida International University


Editorial Style

Chicago Manual of Style (sixteenth edition)


Publisher

Peter Lang Publishing, Inc.—USA

In Partnership with

The University of Alabama, College of Education

 

If you are interested in submitting your work to the PTIHE Journal, please view our open call(s) and submit here: https://pthe.submittable.com/submit. 

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