Katariina Holma is Professor of Education at the University of Oulu, Finland. Her academic background is both in philosophy and education and her main areas of interest include the conditions of growth into democratic citizenship, the possibility of dialogue between empirical and philosophical research, the intersections of epistemology and education, and Israel Scheffler’s philosophy of education. In her research, she draws mainly from the tradition of philosophical pragmatism. Holma is currently the leader of three research projects: Growth into Citizenship in Civil Society Encounters and Theory and Practice of Learning to be a Citizen both funded by the Academy of Finland, and Citizenship in Change funded by the Eudaimonia institute of the University of Oulu.
Holma’s keynote lecture : Growth into Citizenship: the Complexity of a Researched Phenomenon as a Philosophical Challenge.
Kaisa Vehkalahti is Senior Research Fellow, and Adjunct Professor of Cultural and Social History at the History of Science and Ideas, University of Oulu. She is currently on leave from her long-term position as Research Manager of the Finnish Youth Research Society. She specializes in the history of childhood and youth, research ethics, oral history and history of the Finnish welfare state. She has been the editor-in-chief for the Finnish peer-reviewed journal of history of education, Kasvatus & Aika, and the secretary of the Ethics Committee for Youth and Childhood Studies in Finland. She leads the multidisciplinary Oulu-based research team focusing on History of Childhood and Education 'Lapanen'. Her current research interests focus on the history of longitudinal studies and changing rural youth in Finland.
Vehkalahti’s keynote lecture : Looking for a National Story within a Globalizing Field of History of Education.
Kai Horsthemke is an Associate Professor and teaches philosophy of education at KU Eichstätt-Ingolstadt in Germany. He is also a visiting professor in the School of Education at the University of the Witwatersrand, South Africa, and a fellow at the Oxford Centre for Animal Ethics, UK. He has published extensively since 2004, on African philosophy, indigenous knowledge systems and animal ethics. Additional research interests include social epistemology and environmental education. He is the author of three monographs, The Moral Status and Rights of Animals (Porcupine Press, 2010), Animals and African Ethics (Palgrave Macmillan, 2015) and Animal Rights Education (Palgrave Macmillan, 2018), and, together with Peggy Siyakwazi, Elizabeth Walton and Charl Wolhuter, the co-editor of the first two editions of Education Studies (Oxford University Press Southern Africa, 2013 and 2016, respectively).
Horsthemke´s keynote lecture: Animal Rights Education.
Krassimir Stojanov is Professor and Chair of Philosophy of Education and Educational Theory at the University of Eichstaett-Ingolstadt, Germany. He is also a permanent guest-lecturer of the Munich School of Philosophy (Hochschule für Philosophie Müncnen). He also lectured at the University of Oulu (Finland), Witts University in Johannesburg, London Institute of Education, University of Tehran, Azim Premji University Bangalore, India, as well as at the University Sofia and the New Bulgarian University Sofa. His main publications include the monographs "Education, Self-Consciousness, and Social Action“(Routledge 2018), “Bildungsgerechtigkeit. Rekonstruktionen eines umkämpften Begriffs (Springer VS: Wiesbaden 2011), “Bildung und Anerkennung. Soziale Voraussetzungen von Selbst-Entwicklung und Welt-Erschließung (Springer VS: Wiesbaden 2006). His main topics of research and teaching include educational justice, the concept of Bildung, education and democracy.
Stojanov´s keynote lecture: Educational Justice and Global Migration.
Since January 2018 Joris Vlieghe is an Assistant Professor of Philosophy and Theory of Education (Wijsgerige Pedagogiek) at the Laboratory for Education and Society. Before that, he served as a high school teacher and was for a long time a (post-)doctoral research fellow at the Laboratory. For four years he worked as a Lecturer in Philosophy of Education at the Universities of Edinburgh, Aberdeen and Liverpool Hope. His research zooms in on the transition from ‘traditional’ to digital conditions of teaching and learning, and how this shift affects core dimensions of the educational, such as literacy, creativity, attention, presence, community, love and care for the world. From a phenomenological angle, he is also interested in the meaning of ‘school’ practices and the intrinsically educational value of repetition, tiredness and the collective nature of scholastic exercise. Next to this, he has written with Naomi Hodgson and Piotr Zamojski a Manifesto for a Post-Critical Pedagogy. In this text the authors defend the view that the meaning of educational practices should not be measured in view of external and political goals. Instead they should be explored and articulated starting from an intrinsically educational logic.
Vlieghe's keynote lecture: Global and local issues in sustainability education. From politics to pedagogy.
Last updated: 16.4.2019