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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.
John E. Petrovic, The University of Alabama
Chicago Manual of Style (sixteenth edition)
Peter Lang Publishing, Inc.—USA
In Partnership with
The University of Alabama, College of Education