In particular, we are trying to foster an approach to doing philosophy of education that is both philosophically rigorous and educationally deep. Our goal is to consolidate and enlarge the international community of scholars who are dedicated to developing philosophy of education as a sub-discipline of philosophy.
These conferences will be augmented by graduate student workshops and production of an edited book. We propose to organize and run three by-invitation-only conferences on philosophical issues in contemporary education.
in politics from Nuffield College, Oxford University.Īnnual International Conference in Philosophy of Education (2014-2018) Each of these projects, like her previous research, reflects Levinson's commitment to achieving productive cross-fertilization - without loss of rigor - among scholarship, policy, and practice. She also shares educational ethics resources on, rich video materials to support higher education pedagogy at Instructional Moves, and resources for youth activists and teacher allies at. Levinson’s most recent books include Democratic Discord in Schools: Cases and Commentaries in Educational Ethics (2019, with Jacob Fay), Dilemmas of Educational Ethics: Cases and Commentaries (2016, with Jacob Fay), Making Civics Count (2012, with David Campbell and Frederick Hess), and No Citizen Left Behind (2012). She has also been leading global teacher discussion groups on the ethical challenges they face. In collaboration with colleagues, she has co-authored The Path to Zero and Schools: Achieving Pandemic-Resilient Teaching and Learning Spacespolicy guidance, a New England Journal of Medicine article on Reopening Primary Schools in a Pandemic, and two additional white papers. Since the onslaught of the global novel coronavirus pandemic, Levinson has been focused on expanding educational ethics to address the multitude of ethical challenges posed by school closures, remote schooling, and uncertain reopenings. Safra Center of Ethics, and the Spencer Foundation. She is currently working to start a global field of educational ethics, modeled in some ways after bioethics, that is philosophically rigorous, disciplinarily and experientially inclusive, and both relevant to and informed by educational policy and practice. Levinson’s work in this area has been supported by a Guggenheim Fellowship, Radcliffe Institute for Advanced Study, Harvard’s Edmond J. In doing so, she draws upon scholarship from multiple disciplines as well as her eight years of experience teaching in the Atlanta and Boston Public Schools.
Meira Levinson is a normative political philosopher who works at the intersection of civic education, youth empowerment, racial justice, and educational ethics. Degree: Ph.D., University of Oxford, (1997)Įmail: įaculty Assistant: Cherise Kenner Profile