Liz Jackson

Followers

844

Following

Co-authors

Public Views

Prior to joining EdUHK, Professor Liz Jackson was Associate Professor at The University of Hong Kong, where she worked for more than eight years and served as Director of the Comparative Education Research Centre. She has experience working in the United States, England, Scotland, Mexico, Turkey, South Africa, the United Arab Emirates, and New Zealand, and has conducted collaborative research on educational issues in Taiwan, China, Macau, the Philippines, Tanzania and Chile.

Professor Jackson works in the field of philosophy of education, focusing particularly on the diversity of human experience. She has published more than 150 articles, chapters, books, and special journal issues in the areas of multicultural and civic education, virtues and moral philosophy, inequality and social justice education, and global studies. Her first book, Muslims and Islam in US Education: Reconsidering Multiculturalism (Routledge, 2014) won the Research Output Prize at the University of Hong Kong and the Book Award of the Philosophy of Education Society of Australasia. She also authored Questioning Allegiance: Resituating Civic Education (Routledge, 2019), Beyond Virtue: The Politics of Educating Emotions (Cambridge University Press, 2020), and Contesting Education and Identity in Hong Kong (Routledge, 2020), in addition to editing or co-editing several volumes on topics in educational philosophy and theory. She has won three General Research Fund grants, as well as other competitive research and development grants.

Professor Jackson serves as President of the Philosophy of Education Society of Australasia, Editor of the book series New Directions in the Philosophy of Education (Routledge), and Deputy Editor for the leading journal in the field, Educational Philosophy and Theory. She has also played a leadership role in other international academic societies for philosophy of education and has consulted for non-governmental organisations in the Asia Pacific.
Supervisors: Nick Burbules and Fazal Rizvi

less

InterestsView All (15)

Uploads

Books by Liz Jackson

Islam and Muslims in US Education: Reconsidering Education

Muslims and Islam in U.S. Education explores the complex interface that exists between U.S. schoo... more Muslims and Islam in U.S. Education explores the complex interface that exists between U.S. school curriculum, teaching practice about religion in public schools, societal and teacher attitudes toward Islam and Muslims, and multiculturalism as a framework for meeting the needs of minority group students. It presents multiculturalism as a concept that needs to be rethought and reformulated in the interest of creating a more democratic, inclusive, and informed society.

Islam is an under-considered religion in American education, due in part to the fact that Muslims represent a very small minority of the population today (less than 1%). However, this group faces a crucial challenge of representation in United States society as a whole, as well as in its schools. Muslims in the United States are impacted by ignorance that news and opinion polls have demonstrated is widespread among the public in the last few decades. U.S. citizens who do not have a balanced, fair and accurate view of Islam can make a variety of decisions in the voting booth, in job hiring, and within their small-scale but important personal networks and spheres of influence, that make a very negative impact on Muslims in the United States.

This book presents new information that has implications for curricula, religious education, and multicultural education today, examining the unique case of Islam in U.S. education over the last 20 years. Chapters include:

Perspectives on Multicultural Education
9/11, the Media, and the New Need to Know
Islam and Muslims in Public Schools
Blazing a Path for Intercultural Education

This book is an essential resource for professors, researchers, and teachers of social studies, particularly those involved with multicultural issues, critical and sociocultural analysis of education and schools; as well as interdisciplinary scholars and students in anthropology and education.

Papers by Liz Jackson

Philosophers and professors behaving badly: Responses to ‘named or nameless’ by Besley, Jackson & Peters. An EPAT collective writing project

Educational Philosophy and Theory

Education and #StopAsianHate: A global conversation

Educational Philosophy and Theory

Educating Indigenous People: Historical Analysis and Contemporary Practices

Encyclopedia of the UN Sustainable Development Goals, 2019

No abstract available

Gender inequality in universities

Exploring the philosophy and practice of collective writing

Educational Philosophy and Theory, 2021

We are about to publish in the Routledge Editor's Choice series a collection called The Philosoph... more We are about to publish in the Routledge Editor's Choice series a collection called The Philosophy, Methodology and Pedagogy of Collective Writing. This collection of collections represents the development of the philosophy, methodology and pedagogy of collective writing as it informs members of the Editors' Collective (EC) who also edit, write, review and contribute to

Download

Education in and for the Belt and Road Initiative

Educational Philosophy and Theory, 2020

This paper is an experiment in collective writing conducted in Autumn 2019 at the Faculty of Educ... more This paper is an experiment in collective writing conducted in Autumn 2019 at the Faculty of Education at Beijing Normal University. The experiment involves 12 international masters' students reading the course based on the Belt and Road Initiative (BRI), their professor Michael Peters, visiting professor Petar Jandri c, and a mix of senior Chinese and Western scholars. To successfully complete the course, the students were required to produce a 3000-word paper of publishable quality. As part of this writing process we decided to engage in the experiment of collective writing where we aimed to produce a single paper consisting of the abstracts. This collective paper was developed in 7 steps. (1) Students submitted their 250word abstracts. (2) Students were introduced into the methodology of collective writing, and 2 student-editors-Ogunniran Moses Oladele and Benjamin Greenvolunteered to work on the paper. (3) Michael Peters wrote the introduction. (4) Abstracts were expanded to 500 words and integrated into a single document. (5) Petar Jandri c began to edit the paper and write a conclusion. (6) Students presented their abstracts in the class, where Michael Peters and Petar Jandri c provided direct feedback. (6) Revised abstracts were again integrated into a single document by student editors, and proofread / copy-edited in several exchanges with the instructors (7) The paper was subject to the process of open review, and the reviewer's comments were included in the paper. Resulting from months of collective work, the final paper provides a wide range of views ad perspectives to the question of education as a part of the BRI initiative.

Download

Paulo Freire

The purpose of this chapter is to discuss how the pedagogy of Paulo Freire has been successfully ... more The purpose of this chapter is to discuss how the pedagogy of Paulo Freire has been successfully combined with transformational leadership training techniques in the development and delivery of a peer leadership programme for young people in Pakistan. It will explore how a group of University of Central Lancashire Community Leadership students from the Pakistani diaspora in Burnley, East Lancashire, UK, collaborated with students from the California Association of Student councilsCouncils, Stanford University, and students from the University of Gujrat, Pakistan, to develop a peer peer-centred approach to developing leadership skills, with a strong focus on the concept of action/reflection praxis. Their objective was to develop, in the words of the late Michael Elliott, “a tool kit for change” (Elliott, 2011) that can be used by young people and communities. The outcome of the process was not only a ‘tool kit’ for developing leadership skills, it also opened up the significant possibilities and benefits from mobilising Pakistani undergraduates in Freire Freire-influenced social action. Pakistan is in a unique position in terms of a youth dividend. In 2004, the youth

Handbook of Research on Applied Learning Theory and Design in Modern Education

The eld of education is in constant ux as new theories and practices emerge to engage students an... more

Download

Just Singing and Dancing: Official Representations of Ethnic Minority Cultures in China

International Journal of Multicultural Education

This paper uses a critical multicultural, constructivist approach to examine how the Chinese gove... more This paper uses a critical multicultural, constructivist approach to examine how the Chinese government represents minority cultures in its official discourse. Although at an abstract level the government acknowledges the contributions of minority cultures to society, our findings show a mismatched picture in terms of minority representation. Government documents and discourse recorded and obtained on the government website only highlight traditional and stereotypical cultural aspects related to minorities. These representations essentialise minority cultures, obscure their dynamism and their contributions, reinforce power hierarchies, and discourage critical reflexivity. In this context, we recommend addressing fundamental challenges undergirding this pattern in representation to develop more balanced and comprehensive understandings of minority cultures.

Download

Teaching in the Age of Covid-19—1 Year Later

Postdigital Science and Education, 2021

With my home-office still in my living room, which I share with my partner and two cats, nothing ... more

Download

Collective Writing: The Continuous Struggle for Meaning-Making

Postdigital Science and Education

This paper is a summary of philosophy, theory, and practice arising from collective writing exper... more This paper is a summary of philosophy, theory, and practice arising from collective writing experiments conducted between 2016 and 2022 in the community associated with the Editors’ Collective and more than 20 scholarly journals. The main body of the paper summarises the community’s insights into the many faces of collective writing. Appendix 1 presents the workflow of the article’s development. Appendix 2 lists approximately 100 collectively written scholarly articles published between 2016 and 2022. Collective writing is a continuous struggle for meaning-making, and our research insights merely represent one milestone in this struggle. Collective writing can be designed in many different ways, and our workflow merely shows one possible design that we found useful. There are many more collectively written scholarly articles than we could gather, and our reading list merely offers sources that the co-authors could think of. While our research insights and our attempts at synthesis a...

format_quoteThe first time collective writing methodologies were formally reviewed, it revealed significant gaps in methodology and synthesis efforts.format_quote

Download

Understanding the ‘local’ in indigenous Taiwan

The International Education Journal: Comparative Perspectives, 2018

The paper aims to understand, challenge and deconstruct what the local means for the development ... more The paper aims to understand, challenge and deconstruct what the local means for the development of indigenous education in Taiwan. More precisely, it will question the idea of the ‘local’ in this context, as indigenous people do not necessarily all hold similar views about local indigeneity and its place in educational development in Taiwan. As research shows, indigenous people’s views are influenced by intersecting factors, such as class, gender, rural or urban location, education, and profession. While some indigenous people may identify ‘local’ as the identity and interests of their indigenous community, or as their family, others may seek allegiance, construction of identity, and learning with and from the transnational indigenous movement. The paper starts with a philosophical overview of what is local and what is indigenous. It then analyzes the Taiwan case, from the historical context of indigenous people to contemporary views and perspectives on indigeneity, indigenous deve...

Download

A Preliminary Examination of the Concept of Altruism as an Aim of Education

Philosophy of Education Society of Australasia., 2013

Download

Education and Corporal Punishment in Tanzania

SpringerBriefs in Education, 2022

Findings on the Use of Corporal Punishment

SpringerBriefs in Education, 2022

Corporal Punishment: Global Perspectives

SpringerBriefs in Education, 2022

Who is Hong Kong? Diversity in postcolonial Hong Kong curriculum

Routledge international handbook of multicultural education research in Asia Pacific, 2018

Education as Finding the Other in Self

Philosophy of Education Archive, 2015

As Naoko Saito’s essay, “Gifts from a Foreign Land: Lost in Translation and the Understanding of ... more As Naoko Saito’s essay, “Gifts from a Foreign Land: Lost in Translation and the Understanding of Other Cultures” notes, international education discourse often suggests that education should lead to mutual understanding of foreign cultures and learning from cultural difference. This stance is more hopeful than another common attitude: that there are inscrutable, essential cultural differences worldwide that are difficult, if not impossible, to bridge. However, within the mutual-understanding approach, one’s experience of fear and alienation in visiting unknown and foreign worlds “tends to be obliterated,” the essay claims. One’s language as a means to comprehend the world and one’s criteria of judgment are challenged in such contexts, creating a sense of loss. Yet through becoming lost and losing one’s sense of centrality to the world, one can be deeply transformed and reborn — not just learn about difference, but learn about one’s self in the world.

The Challenge of Comparing Fluid Categories: Race and Class in Educational Research

Journal of International and Comparative Education, 2014

Race and class are two of the most significant factors associated with educational inequality wit... more Race and class are two of the most significant factors associated with educational inequality within and across societies. However, their definitions and significance vary over time, and from one place to another. As subjective factors related to identity, they also impact on one another in their effects on educational access and equity. These issues create challenges for conducting comparative educational research that effectively explores one or both of these factors. This essay examines challenges employing race and class in comparative educational research. Race and class are analysed separately, illustrating that ethical and political issues, not just conceptual miscommunications, are at stake in defining and using these categories. The geographical and political complexity of using race and class are also reflected on more generally, and the argument is put forward that analytic and self-reflexive understanding of diversity is needed for the development of fruitful understandi...

Download

Liz Jackson

Uploads

Books by Liz Jackson

Papers by Liz Jackson

Log In