www.gertbiesta.com

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bookchapters

PUBLISHED [last udated 7 November 2016]

 

2016

176 Hodkinson, Ph., Biesta, G. & James, D. (2016). Understanding learning cultures. In J Ozga (Ed), Sociology of education. Los Angeles/London: SAGE. ISBN 978-1-4739-44527

 

175 Biesta, G.J.J. & Stengel, B. (2016). Thinking philosophically about teaching. In D.H. Gittomer & C.A. Bell (Eds) Handbook of research on teaching. Fifth edition (pp.7-68). Washington, DC: AERA. ISBN: 978-0-935302-47-9 (Hardcover); ISBN: 978-0-935302-50-9 (Paperback); ISBN: 978-0-935302-48-6 (eBook)

 

174 Biesta, G.J.J. (2016). Democracy and education revisited: Dewey’s democratic deficit. In S. Higgins & F. Coffield (Eds), John Dewey’s education and democracy: A British tribute (pp. 149-169). London: IoE Press.

 

173 Biesta, G.J.J. (2016). Good vibrations? An educational critique. In E. Duarte et al. (Eds), Philosophy of Education 2015 (pp. 470-472). Urbana-Champaign, IL: Philosophy of Education Society.

 

172 Biesta, G.J.J. (2016). ICT and education beyond learning: a framework for analysis, development and critique. In E. Elstad (Ed), Digital expectations and experiences in education (pp. 29-43). Rotterdam/Boston/Taipei: Sense Publishers.

171 De Oliveira Andreotti, V., Biesta, G.J.J. & Ahenakew, C. (in press/2016). Between the nation and the globe: Education for global mindedness in Finland. In S. Guo (Ed), Work, learning and transnational migration: Opportunities, challenges and debates (pp.101-115). London/New York: Routledge. ISBN 13: 978-1-138-92617-2

 

170 Biesta, G.J.J. (2016). Over het ethos van de filosofie en de filosofie als ethos: een nawoord. In A. Visser & F. Kusters (Eds), Verwonderenderwijs. Leusden: ISVW.

 

169 Biesta, G.J.J. (2016). Knowledge and the curriculum. A pragmatist approach. In D. Wyse, L. Hayward & J. Pandya (Eds.), The SAGE Handbook of Curriculum, Pedagogy and Assessment (pp. 187-201). London: SAGE.

 

168 Priestley, M., Biesta, G.J.J., Philippou, S. & Robinson, S. (2016). The teacher and the curriculum: exploring teacher agency. In D. Wyse, L. Hayward & J. Pandya (Eds.), The SAGE Handbook of Curriculum, Pedagogy and Assessment (pp.78-91). London: SAGE.

 

167 Biesta, G.J.J. (2016). Learner, student, speaker: Why it matters how we call those we teach. In M.A. Peters & M. Tesar (Eds), Beyond the Philosophy of the Subject: An Educational Philosophy and Theory Post-Structuralist Reader (pp. -). London/New York: Routledge.

 

2015

 

166 Biesta, G.J.J. (2015). Kan democratie geleerd worden? Over onderwijs, volwassenheid en het verlangen naar democratisch in-de-wereld-zijn. In B. Levering. W. Koops, M. de Winter & J. van Tartwijk (eds), In de schoolbanken. De complexe en dynamische wereld van het onderwijs  (pp. 123-134). Amsterdam: SWP.

 

165 Biesta, G.J.J. (in press). Bildung mittels Forschung verbessern? Von Effektivität, Kausalität und Technologie hin zu Zweckbestimmung, Komplexität und Kultur. In: Sabine Krause &  Ines Maria Breinbauer (Hrsg), Im Raum der Gründe. Einsätze theoretischer Erziehungswissenschaft (pp. 223-245). Würzburg: Königshausen & Neumann.

 

164 Biesta, G.J.J. (2015). Democracy in the kindergarten: Helping young children to be at home in the world. In K.E. Jansen, J. Kaurel & T. Pålerud (Eds), Demokratise praksiser i barnehagen (pp. 21-46). Bergen: Fagbokforlaget.

 

163 Priestley, M. Biesta, G.J.J. & Robinson, S. (in press). Teacher agency: Een ecologische kijk op het handelingsvermogen van leraren. In Kneyber/Evers. Het alternatief II.

 

162 Biesta, G.J.J. (2015). «Å kreve det umulige” –å arbeid med det unforutsette I utdanningen. (‘Asking the impossible’ – Working with the unforeseen in education.) In Glenn-Egil Torgersen (Ed), Pedagogikk for det uforutsette (pp. 271-280). Bergen: Fagbokforlaget.

 

161 Biesta, G.J.J. (2015). Goed onderwijs, functioneel of disfunctioneel? Over de school als oefenplaats voor volwassenheid. In R. in ‘t Veld (Ed), De echte dingen. Essays over de kwaliteit van onderwijs. [The real things: Essays on the quality of education.) (pp. 57-68). Amsterdam: Gopher.

 

160 Priestley, M., Biesta, G.J.J. & Robinson, S. (2015). Teacher agency: what is it and why does it matter? In R. Kneyber & J. Evers (eds.), Flip the system: Changing education from the bottom up (pp. 134-148). London: Routledge.

 

159 Biesta, G.J.J. (2015). Good education and the teacher: Reclaiming educational professionalism. In R. Kneyber & J. Evers (eds.), Flip the system: Changing education from the bottom up (pp. 79-90). London: Routledge.

 

158 Biesta, G.J.J. (2015). Meten wat we waardevol vinden, of waardevol vinden wat gemeten wordt? Over de zin en onzin van meten in het onderwijs en de noodzaak van een verantwoordingscultuur. In R. Klarus & F. de Beer (eds)., Waar, goed en schoon onderwijs (pp. 82-101). Leusden: ISVW. ISBN: 9789491693434

 

157 Biesta, G.J.J. (2015). Hva er en pedagogisk oppgave? Om det å gjøre voksen eksistens mulig. In P.O. Brunstad, S.M. Reindal & H. Sæverot (red.), Eksistens og pedagogikk. En samtale om pedagogikkens oppgave (pp.194-209). Oslo: Universitetsforlaget.

 

156 Biesta, G.J.J. (2015). How does a competent teacher become a good teacher? On judgement, wisdom and virtuosity in teaching and teacher education. In R. Heilbronn & L. Foreman-Peck (Eds), Philosophical perspectives on the future of teacher education (pp.3-22). Oxford: Wiley Blackwell

 

155 Biesta, G.J.J. (2015). Educational philosophy. In J.D. Wright (editor-in-chief), International Encyclopedia of the Social & Behavioral Sciences, 2nd edition, Volume 7 (pp.255-2560). Oxford: Elsevier. http://dx.doi.org/10.1016/B978-0-08-097086-8.92117-2 ISBN: 9780080970868

 

154 Biesta, G.J.J. (2015). Over onderwijs. In H. Sissing (ed), 3000 jaar denkers over onderwijs (pp. -). Amsterdam/Meppel: Boom.

 

153 Biesta, G.J.J. (2015). What is education for? And what does that mean for teachers? On the role of judgement in teaching. In M. Gregson. A. Pollard, L. Nixon & T. Spedding (Eds), Readings for Reflective Teaching in Further, Adult and Vocational Edcuation (pp.4-10). London: Bloomsbury.

 

152 Biesta, G.J.J. & James, D. (2015). Improving learning cultures in Further Education: Understanding how students learn. In M. Gregson. A. Pollard, L. Nixon & T. Spedding (Eds), Readings for Reflective Teaching in Further, Adult and Vocational Edcuation (pp.125-129). London: Bloomsbury.

 

151 Biesta, G.J.J. (2015). Hvad skal vi gøre med børnene? Om uddannelse, modstand og dialogen mellern barn og verden. In J. Klitmøller & D. Sommer (eds). Laering, dannelse og udvikling (pp. 105-122). København: Hans Reitzels Forlag.

 

150 Biesta, G.J.J. (2015). No paradigms, no fashions, and no confessions: Why researchers need to be pragmatic (pp. 133-149). In A.B. Reinertsen & A.M. Otterstad (Eds), Metodefestival og Øyeblikksrealisme. Bergen: Fagbokforlaget.

 

2014

149 Biesta, G.J.J. (2014). The gap between identity and subjectivity: Philosophical advocacy and the question of education In C. Mayo et al. (eds), Philosophy of education 2013 (pp. 388-390). Urbana-Champaign, IL: PES.

 

148 Biesta, G.J.J. (2014). From experimentalism to existentialism: Writing from the margins of philosophy of education. In L. Waks (ed), Leaders in philosophy of education. Volume II (pp. 13-30). Rotterdam/Boston/Taipei: Sense.

 

147 Biesta, G.J.J. (2014) Evidence-Based Policy and Practice. In D.C. Phillips (ed), Encyclopedia of Educational Theory and Philosophy. Volume 1 (pp. 309-311). Thousand Oaks, CA: SAGE.

 

146 Biesta, G.J.J. (2014) Deconstruction. In D.C. Phillips (ed), Encyclopedia of Educational Theory and Philosophy. Volume 1 (pp. 211-213). Thousand Oaks, CA: SAGE.

 

145 Biesta, G.J.J. (2014) Accountability and standards-based reform. In D.C. Phillips (ed),  Encyclopedia of Educational Theory and Philosophy. Volume 1 (pp. 3-4). Thousand Oaks, CA: SAGE.

 

144 Biesta, G.J.J. (2014). Goed besturen voor goed onderwijs: Een onderwijspedagogische blik. In R. van Blijswijk (Red.), Zichtbaar! Ambities an schoolbestuurders in persoonlijke verhalen (pp. 175-183). Almere: De Rijnlandse School Uitgeverij.

 

143 Biesta, G.J.J. (2014). Thinking philosophically about education; thinking educationally about philosophy. In D. Matheson (Ed), An introduction to the study of education. Fourth (revised) edition (pp. 64-82). London/New York: Routledge.

 

142 Biesta, G.J.J. (2014). Theory and research in education: The case for pragmatism. In M.G. Alves, N.R. Azevedo & T.N.R. Gonçalves (Eds) Educational theory informing educational research (pp. 21-37). Lisboa: UIED.

 

141 Biesta, G.J.J. (2014). Va får ikke altid det, vi ønsker os: Et ikke-arkaisk syn på uddannelse, demokrati og dannelse. In I. Braendholt Lundegaard & J. Thorek Jensen (Eds), Museer: Viden, demokrati, transformation (pp. 110-119). København: Kulturstyrelsen.

 

140 Biesta, G.J.J. (2014). You can’t alwaus get what you want: An an-archic view on education, democracy and civic learning. In I. Braendholt Lundegaard & J. Thorek Jensen (Eds.), Museums: Knowledge, democracy, transformation (pp. 110-119). Copenhagen: Danish Agency for Culture.

 

139 Mannion, G., Biesta, G.J.J., Priestley, M. & Ross, H. (2014). The global dimension in education and education for global citizenship:  genealogy and critique. In V. de Oliveira Andreotti (Ed), The political economy of global citizenship education (pp. 134-147). London/New York: Routledge.

 

138 Biesta, G.J.J. (2014). Nar ‘hvad der virker’ stadigvæk ikke virker: Fra evidensbasereret undervisning til vaerdibasereret undervisning. In L. Tanggard, T. Aastrup Romer & S. Brinkmann (Eds), Uren pdagogik 2 ( pp. 38-57). Aarhus: Klim.

 

137 Biesta, G.J.J. (2014). Of all affairs, communication is the most wonderful. In D. Breault & R. Breault (eds), Experiencing Dewey: Insights for Today’s Classroom. Second, revised edition (pp.183-186). Indianapolis, IN: Kappa Delta Pi; London/New York: Routledge.

 

136 Biesta, G.J.J. (2014). Evidence based practice in education: Between science and democracy. In A. Reid, P. Hart & M. Peters (eds). A Companion to Research in Education (pp. 391-400). Dordrecht: Springer.

 

135 Biesta, G.J.J. (2014). Making pedagogy public: For the public, of the public, or in the interest of publisness? In J. Burdick, J.A. Sandlin & M.P. O'Malley, M.P. (Eds), Problematizing public pedagogy (pp. 15-25). New York: Routledge

 

2013

134 Biesta, G.J.J. (2013). Pragmatizzare il curricolo: riportare la conoscenza all’interno della conversazione curricolare, ma attraverso il pragmatism. In E. Corbi & S. Oliverio (Eds), Oltre la Bildung postmoderna? La pedagogia tra istanze costruttiviste e orizzonti post-moderni (pp.179-206). Lecce/Rovato: Pensa MultiMedia. ISBN 978-88-6760-144-8 IN ORBILU

 

133 Biesta, G.J.J. (2013). Efterskrift: Demokrati, medborgerskab of ten offentlige sfaere. In G.J.J. Biesta, Demokratilæring i skole og samfund (pp. 163-179). Arhus: Forlaget Klim.

 

132 Biesta, G.J.J., de Bie, M. & Wildemeersch, D. (2013). Introduction: Civic learning, democratic citizenship and the public sphere.  In G.J.J. Biesta, M. de Bie & D. Wildemeersch (Eds), Civic learning, democratic citizenship and the public sphere (pp. xiii-xx). Dordrecht/Boston: Springer Science+Business Media.

 

131 Biesta, G.J.J. (2013). Learning in public places: Civic learning for the 21st century. In G.J.J. Biesta, M. de Bie & D. Wildemeersch (Eds), Civic learning, democratic citizenship and the public sphere (pp. 1-11). Dordrecht/Boston: Springer Science+Business Media.

 

130 Biesta, G.J.J. (2013). Time out? Can education do and be done without time? In T. Szkudlarek & R. Sultana (eds), Education and the political: Theoretical articulations (pp. 75-88). Rotterdam/Boston/Taipei: Sense. [ISBN: 978-94-6209-381-2 (paperback); ISBN: 978-94-6209-382-9 (hardback); ISBN: 978-94-6209-383-6 (e-book)]

 

129 Biesta, G.J.J. (2013). Teacher education for educational wisdom. In W. Hare & J. Portelli (Eds), Philosophy of Education: Introductory Readings (pp. 432-449). Calgary, AB: Brush Education. ISBN (paper) 9781550594454

 

128 Biesta, G.J.J. (2013). Et opgør med nyttetænkningen. In N.U. Sørensen, C. Hutters, M. Katznelson & T.M. Juul (Eds), Unges motivation og læring. 12 eksperter om motivationskrisen i uddanelsessystemet (pp.128-142). Copenhagen: Hans Reitzels Forlag.

 

127 Biesta, G.J.J. (2013). Citizenship education. In T.G.K. Bryce, W.M. Humes, D. Gillies & A. Kennedy (eds). Scottish education (fourth revised edition) (pp.327-336). Edinburgh: Edinburgh University Press. ISBN (paper) 9780748645824

 

126 Biesta, G.J.J. & Edwards/Allan (2014). Introduction: The theory question in education and the education question in theory. In G.J.J. Biesta, J. Allan & R.G. Edwards (eds), Making a difference in theory: The theory question in education and the education question in theory (pp. 1-9). London/New York: Routledge.

 

125 Allan, J., Edwards, R.G. & Biesta, G.J.J. (2014). Conclusions. In G.J.J. Biesta, J. Allan & R.G. Edwards (eds), Making a difference in theory: The theory question in education and the education question in theory (pp. 198-208). London/New York: Routledge.

 

124 Priestley, M. &Biesta, G.J.J. (2013). Introduction: The new curriculum. In M. Priestley & G.J.J. Biesta (Eds), Reinventing the curriculum. New trends in curriculum policy and practice (pp. 1-12). London: Bloomsbury.

 

123 Biesta, G.J.J. & Priestley, M (2013). Capacities and the curriculum. In M. Priestley & G.J.J. Biesta (Eds), Reinventing the curriculum. New trends in curriculum policy and practice (pp. 35-50). London: Bloomsbury.

 

122 Biesta, G.J.J. (2013). Responsible citizens: Citizenship education between social inclusion and democratic politics. In M. Priestley & G.J.J. Biesta (Eds), Reinventing the curriculum. New trends in curriculum policy and practice (pp. 99-116). London: Bloomsbury.

 

121 Priestley, M., Biesta, G.J.J. & Robinson, S. (2013). Teachers as agents of change: Teacher agency and emerging models of curriculum. In M. Priestley & G.J.J. Biesta (Eds), Reinventing the curriculum. New trends in curriculum policy and practice (pp. 186-206). London: Bloomsbury.

 

120 Biesta, G.J.J. & Priestley, M. (2013). A curriculum for the 21st century. In M. Priestley & G.J.J. Biesta (Eds), Reinventing the curriculum. New trends in curriculum policy and practice (pp. 229-236). London: Bloomsbury.

 

119 Biesta, G.J.J. (2013). Witnessing deconstruction in education. Why quasi-transcendentalism matters. In M. Murphy (ed), Social theory and educational research (pp. 65-78). London: SAGE. ISBN 9781446253120

 

118 Miedema, S. & Biesta, G.J.J. (2013). Jacques Derrida’s religion with/out religion and the im/possibility of religious education. In M. Murphy (ed), Social theory and educational research (265-278). London: SAGE. ISBN 9781446253120

 

117 Biesta, G.J.J. (2013). Balancing the core activities of universities: For a university that teaches. In R. Sugden, J. Wilson & M. Valania (eds), Leadership and cooperation in academia: Reflecting on the roles and responsibilities of university faculty and management (pp. 32- 42). Cheltenham: Edward Elgar. ISBN (hardback) 9781781001813 ISBN (paper) 9781782540816

 

116 Biesta, G.J.J. (2013). Becoming educationally wise: Towards a virtue-based approach to teaching and teacher education. In A.-L. Østern, K.Smith, T. Ryghaug, T. Krüger & M.B. Postholm (Eds.) Teacher education research between national identity and global trends (pp. 29-51). Trondheim: Akademika. ISBN (paper) 9788232101931

 

115 Biesta, G.J.J. (2013). The idea of educational theory. In B.J. Irby, G. Brown, R. Lara-Alecio & S. Jackson (eds). Handbook of educational theories (pp. 5-16). Charlotte, NC: Information Age Publishing. ISBN 9781617358654 (paperback)—ISBN 9781617358661 (hardcover)—ISBN 978-1-61735-867-8 (ebook)

 

2012

114 Biesta, G.J.J. (2012). Acts of public pedagogy: Notes on a forgotten art. In A. Ledesma (ed) Cities within your city: Situation art in public spaces (pp. 243-245) Groningen: Pavlov.

 

113 Biesta, G.J.J. (2012). George Herbert Mead: Formation through communication. In P. Siljander, A. Kivelä, and A. Sutinen (eds.), Theories of ‘Bildung’ and growth. Connections and controversies between Continental educational thinking and American pragmatism (pp. 247-260). Rotterdam/Boston/Taipei: Sense. ISBN (paperback) 9789462090293; ISBN (hardback) 9789462090309

 

112 Biesta, G.J.J. (2012). Wanted, dead or alive: educationalists. On the need for academic bilingualism in education. In C. Aubry, M. Geiss, V. Magyar-Haas & D. Miller (Hrsg). Positionierungen. Zum Verhältnis von Wissenschaft, Pädagogik und Politik (pp.20-33). Weinheim: Beltz Verlag.

 

111 Biesta, G.J.J. (2012). (Re)constructing the theory and philosophy of education: An introduction. In G.J.J. Biesta (Ed.), Making sense of education: Fifteen contemporary educational theorists in their own words (pp. 1—4). Dordrecht/Boston: Springer Science+Business Media. ISBN (paperback) 978-94-007-4016-7

 

110 Priestley, M., Robinson, S. & Biesta, G.J.J. (2012). Teacher agency, performativity and curriculum change: Reinventing the teacher in the Scottish Curriculum for Excellence? In B. Jeffrey & G. Troman (Eds), Performativity in UK education: Ethnographic cases of its effects, agency and reconstructions (pp. 87-108). Painswick: E&E Publishing. [ISBN 978-0-9569007-1-5]

 

109 Biesta, G.J.J. & Säfström, C.A. (2012). Et pædagogiske manifest. In H. Henriksen Om metodefriheden - og dens fjender (pp. 138-142). Munkebo: Forlaget Fjordager

 

108 Biesta, G.J.J. (2012). De school als toegang tot de wereld. In R. Klarus (Ed), Wat is goed onderwijs? Capita selecta (pp. 195-216). Den Haag: Boom/Lemma.

 

107 Biesta, G. (2012). Combining methodologies: Mixed methods. In J. Arthur, M. Waring, R. Coe & L.V. Hedges (eds), Research methods and methodologies in education (pp. 147-152). London: Sage.

 

106 Biesta, G.J.J. (2012). Philosophy, exposure and children: How to resist the instrumentalisation of philosophy in education. In N. Vansieleghem & D. Kennedy (eds), Philosophy for children in transition: Problems and prospects (pp. 137-151). Oxford: Wiley-Blackwell.

 

2011105 Biesta, G.J.J. (2011). Learner, students, speaker: Why it matters how we call those we teach. In M. Simons & J. Masschelein (eds). Rancière, public education and the taming of democracy (31-42). Oxford: Wiley-Blackwell.

 

104 Biesta, G.J.J. (2011). Welches Wissen ist am meisten wert? Zur Veränderung des öffentlichen Status von Wissenschaft und Wissen im Feld der Erziehung. In: A. Schäfer & C. Thompson (eds), Wissen (pp.77-97). Paderborn: Schöningh Verlag.

 

103 Biesta, G.J.J. (2011). Evidenz, Erziehung und die Politik der Forschung. In J. Bellmann & T. Müller (ed). Wissen was wirkt. Kritik evidenzbasierter Pädagogik (pp. 269-278). Wiesbaden: VS.

 

102 Biesta, G.J.J. (2011). Warum „What works“ nicht funktioniert: Evidenzbasierte pädagogische Praxis und das Demokratiedefizit der Bildungsforschung. In J. Bellmann & T. Müller (ed). Wissen was wirkt. Kritik evidenzbasierter Pädagogik (pp. 95-1220. Wiesbaden: VS.

 

101 Biesta, G.J.J. (2011). Introduction: What’s the use of philosophy of education? In G. Biesta (ed), Philosophy of education 2010 (pp. xi-xiv). Urbana-Cham¬paign, IL: Philosophy of Education Society.

 

100 Biesta, G.J.J. (2011). De school als toegang tot de wereld: Een pedagogische kijk op goed onderwijs. In R. Klarus & W. Wardekker (eds), Wat is goed onderwijs? Bijdragen uit de pedagogiek (pp. 15-35). Den Haag: Boom Lemma Uitgevers.

 

201099 Biesta, G.J.J. (2010). Encontrando a Foucault en el aprendizaje. In A. Fejes & K. Nicoll (eds), Foucault y el aprendizaje permanente. Gobernando el sujeto (pp. 289-304). Xàtiva: Ediciones del CREC.

 

98 Biesta, G.J.J. (2010). Trobant Foucault en l’aprenentatge permanent. In A. Fejes & K. Nicoll (eds), Foucault i l’aprenentatge permanent: Governent el subjecte (pp. 182-296). Xàtiva: Denes Editorial.

 

97 Tedder, M. & Biesta, G.J.J. (2010). Adult learning lives and biographies. In K. Safford, M. Stacey & R. Hancock (Eds), Small-scale research in the primary classroom: A reader for learning and professional development (pp. 24-30). London/New York: Routledge. ISBN (paper) 9780415585606; ISBN (hardback) 9780415585590

 

96  Biesta, G.J.J. (2010). Naar een pedagogiek van de toekomst: ‘In de wereld komen’ en ‘uniciteit’. In H. Brouwers & T. Cappon (eds), Kinderen zijn al burgers. Waar leren kinderen en jongeren actieve betrokkenheid en burgerschap? (pp. 57-68) Amsterdam: Janus Korczak Stichting.

 

95 Biesta, G.J.J. (2010). D is for democracy: Critical education between inclusion and interruption. In I. Gur Ze’ev (ed), The possibility/impossibiloity of a new critical language in education (pp 293-304). Rotterdam: Sense.

 

94 Biesta, G.J.J. (2010). Valuing what we measure or measuring what we value? On the need to engage with the question of purpose in educational evaluation, assessment and measurement. In W. Böttcher, J.N. Dicke & N. Hogrebe (Hrsg.), Evaluation, Bildung und Gesellschaft: Steuerungsinstrumente zwischen Anspruch und Wirklichkeit (pp. 35-46). Munster: Waxmann.

 

93 Biesta, G.J.J. (2010). Evidenz und Werte in Erziehung und Bildung.  Drei weitere Defizite evidenzbasierter Praxis. In H.-U. Otto, a. Polutta & H. Ziegler (Hrsg.) What Works - Welches Wissen braucht die Soziale Arbeit? (pp.99-115). Opladen: Barbara Burdich.

 

92 Biesta, G.J.J. (2010). Education after the death of the subject: Levinas and the pedagogy of interruption. In Z. Leonardo (ed), The handbook of cultural politics and education (pp.289-300). Rotterdam: Sense Publishers.

 

91 Priestley, M., Biesta, G.J.J., Mannion, G. & Ross, H. (2010). Education in a global space: The framing of ‘education for citizenship.’ In T.L.K. Wiseley, I.M. Barr, A. Britton & B. King (eds), Education in a global space. Research and practice in initial teacher education (pp. 27-36). Edinburgh: IDEAS.

 

90 Biesta, G.J.J. (2010). “The most influential theory of the century.” Dewey, democratic education and the limits of pragmatism. In D. Troehler, T. Schlag & F. Osterwalder (eds) Pragmatism and modernities (pp. 197-213). Rotterdam: Sense Publishers.

 

89 Biesta, G.J.J. & Osberg, D.C. (2010) Complexity, education, and politics: From the inside out and the outside in. In D.C. Osberg & G.J.J. Biesta (Eds). Complexity theory and the politics of education (pp. 1—3). Rotterdam: Sense Publishers.

 

88 Biesta, G.J.J. (2010). Five theses on complexity reduction and its politics. In D.C. Osberg & G.J.J. Biesta (Eds). Complexity theory and the politics of education (pp. 5-13). Rotterdam: Sense Publishers.

 

87 Biesta, G.J.J. (2010). Pragmatism and the philosophical foundations of mixed methods research. In A. Tashakkori & C. Teddlie (Eds), Sage handbook of mixed methods in social and behavioral research. Second edition (pp. 95-118). Thousand Oaks, CA: Sage.

 

86 Biesta, G.J.J. (2010). Witnessing deconstruction in education. Why quasi-transcendentalism matters. In C. Ruitenberg (ed). What do philosophers of education do? (And how do they do it?) (pp. 73-86). Oxford: Wiley-Blackwell.

 

85 Ecclestone, K., Biesta, G.J.J. & Hughes, M. (2010). Transitions in the lifecourse: the role of identity, agency and structure. In K. Ecclestone, G.J.J. Biesta & M. Hughes (eds). Transitions and learning through the lifecourse (pp. 1-15). London: Routledge.

 

200984 Biesta, G.J.J. (2009). Education between accountability and responsibility. In Maarten Simons, Mark Olssen & Michael Peters (eds), Re-reading education policies: A handbook Studying the policy agenda of the 21st century (pp.679-695). Rotterdam: Sense Publishers.

 

83 Biesta, G.J.J. (2009). What is at stake in a pedagogy of interruption? In T.E. Lewis, J.G.A. Grinberg and M. Laverty (eds), Philosophy of Education: Modern and Contemporary Ideas at Play (pp. 785-807). Dubuque, IA: Kendall/Hunt.

 

82 Biesta, G.J.J. (2009). How to use pragmatism pragmatically: Suggestions for the 21st century. In A.G. Rud, Jim Garrison, and Lynda Stone (eds), John Dewey at 150. Reflections for a New Century (pp.30-39). Lafayette, IN: Purdue University Press.

 

81 Tedder, M. and Biesta, G.J.J. (2009). What does it take to learn from one’s life? Exploring opportunities for biographical learning in the lifecourse. In B. Merrill (ed), Learning to Change? The Role of Identity and Learning Careers in Adult Education (pp.33-48). Frankfurt am Main: Peter Lang.

 

80 Tedder, M. & Biesta, G.J.J. (2009). Biography, transition and learning in the lifecourse: The role of narrative. In J. Field, J. Gallacher & R. Ingram (eds), Resarching transitions in lifelong learning (pp.76-90). London: Routledge.

 

79 Biesta, G.J.J. (2009). Problemlösen. In S. Andresen, R. Casale, T. Gabriel, R. Horlacher, S. Larcher Klee & J. Oelkers (eds) Handwörterbuch Erziehungswissenschaft (pp. 666-681). Weinheim: Beltz.

 

78 Biesta, G.J.J. (2009). Values and ideals in teachers’ professional judgement. In S. Gewirtz, P. Mahony, I. Hextall & A. Cribb (eds), Changing teacher professionalism (pp. 184-193). London: Routledge.

 

77 Biesta, G.J.J. (2009). Pragmatism’s contribution to understanding learning-in-context. In R. Edwards, G.J.J. Biesta & M. Thorpe (eds), Rethinking contexts for teaching and learning. Communities, activities and networks. (pp. 61-73). London/New York: Routledge.

 

76 Biesta, G.J.J. (2009). Sporadic democracy: Education, democracy and the question of inclusion. In M. Katz, S. Verducci & G. Biesta (eds), Education, democracy and the moral life (pp. 101-112). Dordrecht: Springer.

 

2008

75 Biesta, G.J.J. (2008). Acerca de la humanidad. In J. Masschelein & M. Simons (eds) Mensajes e-ducativos desde tierra de nadie (pp.119-128). Barcelona: Laertes ,S.A. de Ediciones.

 

74 Bogotch, I., Mirón, L. & Biesta, G.J.J. (2008). Rebuilding New Orleans Public Schools: The Case of Algiers Charter School Association. In T. Townsend & I. Bogotch (Eds.), The Elusive What and the Problematic How: The Essential Leadership Questions for School Leaders and Educational Researchers (pp.85-98). Rotterdam: Sense.

 

73 Biesta, G.J.J., Lawy, R., McDonnell, J. & Lawy, H. (2008). The art of democracy: Gallery education and young people’s democratic learning. In B. Taylor (ed.), Inspiring learning in galleries: Research reports (pp. 242-265). London: Engage.

 

72 Biesta, G.J.J. (2008). A school for citizens: Civic learning and democratic action in the learning democracy. In B. Lingard, J. Nixon & S. Ranson (eds), Transforming learning in schools and communities (pp. 170-183). London: Continuum.

 

71 Osberg, D.C., Biesta, G.J.J. & Cilliers, P. (2008). From representation to emergence: Complexity’s challenge to the epistemology of schooling. In M. Mason (ed). Complexity Theory and the Philosophy of Education (pp. 204-217). Oxford: Wiley-Blackwell.

 

70 Zhao, J. & Biesta, G.J.J. (2008). Lifelong learning, identity and the moral dimension: The ‘reflexive project of the self’ revisited. In: J. Crowther, V. Edwards, V. Galloway, M. Shaw & L. Tett (eds), Whither adult education in the learning paradigm? [Proceedings of the 38th Annual Conference of Scutrea.] (pp. 558-565). Edinburgh: University of Edinburgh. [ISBN 978-0-901580-01-6]

 

69 Biesta, G.J.J. & Tedder, M. (2008). Learning from life in the learning economy: The role of narrative. In: J. Crowther, V. Edwards, V. Galloway, M. Shaw & L. Tett (eds), Whither adult education in the learning paradigm? [Proceedings of the 38th Annual Conference of Scutrea.] (pp. 70-77). Edinburgh: University of Edinburgh. [ISBN 978-0-901580-01-6]

 

68 Biesta, G.J.J. & Tröhler, D (2008). Introduction: George Herbert Mead and the development of a social conception of education. In G.H. Mead The philosophy of education. Edited and introduced by Gert Biesta and Daniel Tröhler (pp. 1-16). Boulder, Co./London: Paradigm Publishers.

 

67 Biesta, G.J.J. (2008). Pedagogy with empty hands: Levinas, education and the question of being human. In D. Egéa-Kuehne (ed), Levinas and education: At the intersection of faith and reason (pp. 198-210). London/New York: Routledge.

 

66 Tröhler, D. & Biesta, G.J.J. (2008). Einleitung: George Herbert Mead und die Entwicklung einer sozialen Erziehungskonzeption. In G.H. Mead, Philosophie der Erziehung. Herasugegeben und eingeleitet von Daniel Tröhler und Gert Biesta (pp.7-26).. Bad Heilbrunn: Verlag Julius Klinkhardt.

 

65 Biesta, G.J.J. (2008). Encountering Foucault in lifelong learning. In A. Fejes & K. Nicoll (eds), Foucault and lifelong learning: governing the subject (pp. 193-205). London/New York: Routledge.

 

2007

64 Bogotch, I., Mirón, L & Biesta, G. (2007). “Effective for What; Effective for Whom?” Two Questions SESI Should Not Ignore. In T. Townsend (ed), International Handbook of School Effectiveness and School Improvement (93-110). Dordrecht/Boston: Springer.

 

63 Biesta, Gert (2007). De burgerschool als leerplaats voor democratie. In Alternatieven voor de school (pp. 13-30). Den Haag: Onderwijsraad.

 

62 Osberg, D. & Biesta, G. (2007). Rethinking Schooling Through the “Logic” of Emergence: Some thoughts on planned enculturation and educational responsibility. In R. Geyer & J. Bogg (eds). Complexity, Science and Society (pp.35-38).  Oxford, New York: Radcliffe Publishing Ltd.  

 

61 James, D., Biesta, G., Hodkinson, P., Postlethwaite, K. & Gleeson,. D. (2007). Improving learning cultures in Further Education ? In D. James & G. Biesta et al., Improving learning cultures in Further Education (pp. 3-20). London: Routledge.

 

60 Hodkinson, P., Biesta, G. & James, D. (2007). Learning Cultures and a Cultural Theory of Learning. In D. James & G. Biesta et al., Improving learning cultures in Further Education (pp. 21-37). London: Routledge.

 

59 Hodkinson, P., Biesta, G., Postlethwaite, K. & Maull, W. (2007). Learning cultures across sites. In D. James & G. Biesta et al., Improving learning cultures in Further Education (pp. 60-84). London: Routledge.

 

58 James, D., Davies, J. & Biesta, G. (2007). The learning of practices and the practices of learning. In D. James & G. Biesta et al., Improving learning cultures in Further Education (pp. 85-104). London: Routledge.

 

57 James, D., Wahlberg, M. & Biesta, G. (2007). Changing the Culture: Interventions and mediations. In D. James & G. Biesta et al., Improving learning cultures in Further Education (pp. 105-125). London: Routledge.

 

56 Biesta, G., James, D., Hodkinson, P., Gleeson,. D. & Postlethwaite, K. (2007). Transforming Learning Cultures in Further Education. In D. James & G. Biesta (eds), Improving learning cultures in Further Education (pp. 143-160). London: Routledge.

 

55 Biesta, G.J.J. (2007). Foundations of democratic education: Kant, Dewey, Arendt. In R. van der Veen, D. Wildemeersch, J. Youngblood & V. Marsick (eds), Democratic practices as learning opportunities (pp. 7-18). Rotterdam: Sense Publishers.

 

54 Biesta, G.J.J. (2007). ”Det här är min sanning, berätta din.” Dekonstruktiv pragmatism som filosofi för utbildning.  In Y. Boman, C. Ljunggren & M. Von Wright (eds), Erfarenheter av Pragmatism (pp. 47-76). Lund: Studentlitteratur.

 

53 Biesta, Gert (2007). Den kommunikative vändingen i Deweys Demokrati och Utbildning. In T. Englund (ed), Utbildning som kommunikation (pp. 33-50). Göteborg: Daidalos.

 

52 Biesta, G.J.J. (2007). Democratic education after Dewey? In R. Casale & R. Horlacher (eds). Bildung und Öffentlichkeit (pp.78-92). Weinheim: Beltz.

 

2006

51 Biesta, G.J.J. (2006). '"Of all affairs, communication is the most wonderful." Education as communicative praxis.' In D.T. Hansen (ed.), John Dewey and our educational prospect. A critical engagement with Dewey’s Democracy and Education (pp. 23-37). Albany, NY: SUNY Press.

 

50 Biesta, G.J.J. (2006). Over menselijkheid. In J. Masschelein & M. Simons (eds), Europa Anno 2006. E-ducatieve berichten uit niemandsland (pp. 143-156). Leuven: Acco.

 

49 Biesta, G.J.J. & Tedder, M. (2006). Agency and learning in the lifecourse. In P. Armstrong, J. Coles, R. O’Rourke & M. Zukas (eds), Proceedings of the 26th Annual Conference of SCUTREA: Inter-cultural perspectives on research into adult learning: A global dialogue (pp. 486-490). Leeds: University of Leeds & SCUTREA.

 

48 Biesta, G.J.J. (2006). Waar wordt democratie geleerd? In M. De Winter, Th. Schillemans & R. Janssens (eds), Opvoeding in democratie (pp.51-62). Amsterdam: SWP.

 

2005

47 Biesta, G.J.J., Hodkinson, Ph. & Goodson, I. (2005). Combining Life-History and Life-Course Approaches in Researching Lifelong Learning: Methodological Observations from the ‘Learning Lives’ Project. In J. Caldwell et al. (eds), What a Difference a Pedagogy Makes: Researching lifelong learning and teaching (pp. 27-35). Stirling: Centre for Research in Lifelong Learning.

 

46 Biesta, G.J.J. (2005). George Herbert Mead and the theory of schooling. In D. Troehler & J. Oelkers (eds), Pragmatism and education (pp. 117-132). Rotterdam: Sense Publishers.

 

45 Biesta, G.J.J. (2005). Kennen als een vorm van handelen. John Dewey’s transactionele kentheorie. In L. Logister (ed), John Dewey: Een inleiding tot zijn filosofie (pp. 17-33). Budel: Damon. (ISBN 9055736546)

 

44 Biesta, G.J.J. (2005). What can critical pedagogy learn from postmodernism? Further reflections on the impossible future of critical pedagogy. In Ilan Gur Ze’ev (ed), Critical theory and critical pedagogy today. Toward a new critical language in education (pp. 143-159). Haifa: Studies in Education (University of Haifa).

 

43 Biesta, G.J.J. (2005). George Herbert Mead und die Theorie der schulischen Bildung. In D. Troehler & J. Oelkers (eds), Pädagogik und Pragmatismus. Gesellschaftstheorie und die Entwicklung der Pädagogik (pp. 131-150). Zürich: Verlag Pestalozzianum.

 

2004

42 Biesta, G.J.J. (2004). Democracy: A problem for education or an educational problem? In T. Englund (ed)., Five Professors on Education and Democracy. Inaugural lectures 1999-2003 (pp. 1-23). Reports from the Department of Education, 8. Orebro: Örebro University.

 

41 Biesta, G.J.J. (2004). “Mind the gap!” Communication and the educational relation. In Charles Bingham & Alexander M. Sidorkin (eds), Foreword by Nel Noddings, No education without relation (pp. 11-22). New York: Peter Lang.

 

40 Biesta, G.J.J. (2004). Education after deconstruction. In J. Marshall (ed.) Poststructuralism, Philosophy, Pedagogy (pp. 27-42). Dordrecht/Boston: Kluwer Academic Press.

 

2003

39 Biesta, G.J.J. (2003). Jacques Derrida. Deconstruction = Justice. In M. Peters, M. Olssen, & C. Lankshear (eds.), Futures of critical theory: Dreams of difference (141-154). Lanham, MD: Rowman and Littlefield. ISBN 0 7425 2859 6

 

38 Biesta, G.J.J. (2003). How general can Bildung be? Reflections on the future of a modern educational ideal. In L. Loevlie, K.P. Mortensen & S.-E. Nordenbro (eds), Educating humanity: Bildung in postmodernity (pp. 61-74). Oxford: Blackwell.

 

200237 Biesta, G.J.J. (2002). Op zoek naar een pedagogisch perspectief. In G.J.J. Biesta, F.A.J. Korthagen & H.S. Verkuyl (eds), Pedagogisch bekeken. De rol van pedagogische idealen in de onderwijspraktijk (pp. 13-25). [From a pedagogical point of view. The role of educational ideals in teaching.] Baarn: Nelissen.

 

36 Korthagen, F.A.J. & Biesta, G.J.J. (2002). Doen en denken: Pedagogische reflectie. In G.J.J. Biesta, F.A.J. Korthagen & H.S. Verkuyl (eds), Pedagogisch bekeken. De rol van pedagogische idealen in de onderwijspraktijk (pp. 51-73). [From a pedagogical point of view. The role of educational ideals in teaching.] Baarn: Nelissen.

 

35 Biesta, G.J.J. & Verkuyl, H.S. (2002). Woorden en daden: Het pedagogisch analyseschema. In G.J.J. Biesta, F.A.J. Korthagen & H.S. Verkuyl (eds), Pedagogisch bekeken. De rol van pedagogische idealen in de onderwijspraktijk (pp. 93-108). [From a pedagogical point of view. The role of educational ideals in teaching.] Baarn: Nelissen.

 

34 Biesta, G.J.J., Korthagen, F.A.J., & Verkuyl, H.S. (2002). Afsluiting. In G.J.J. Biesta, F.A.J. Korthagen & H.S. Verkuyl (eds), Pedagogisch bekeken. De rol van pedagogische idealen in de onderwijspraktijk (pp. 109-121). [From a pedagogical point of view. The role of educational ideals in teaching.] Baarn: Nelissen.

 

200133 Biesta, G.J.J., Stams, G.J.J.M., Dirks, E., Rutten, E.A., Veugelers, W & Schuengel, C. (2001). Does sport make a difference? An exploration of the impact of sport on the social integration of young people. In J. Steenbergen, P. de Knop & A.H.F. Elling (eds), Values and norms in sport (pp. 95-113). Oxford: Meyer & Meyer Sport.

 

32 Biesta, G.J.J. & Miedema, S. (2001). Pragmatisme. In P. Smeyers & B. Levering (eds.), Grondslagen van de wetenschappelijke pedagogiek. Modern en postmodern (pp. 130-149). Amsterdam: Boom.

 

31 Biesta, G.J.J. et al., (2001). De pedagogische taak van de sportvereniging. In A. ten Boom (red), Waarden en normen in de sport deel II: Samenvatting onderzoeksresultaten (pp. 27-29). Arnhem: NOC*NSF.

 

30 Biesta, G.J.J. (2001). Hoe algemeen kan vorming zijn? Kanttekeningen bij een modern pedagogische ideaal. In R. Vanderstraeten (ed.). Algemene Vorming. Constructie van een pedagogisch ideaal (pp. 89-107). Apeldoorn/Leuven: Garant.

 

29 Biesta, G.J.J. (2001). How can philosophy of education be critical? How critical can philosophy of education be? Deconstructive reflections on children's rights. In F. Heyting, J. White & D. Lenzen (eds), Methods in Philosophy of Education (pp. 125-143). London/New York: Routledge.

 

28 Egéa-Kuehne, D. & Biesta, G.J.J. (2001). Opening: Derrida & education. In G.J.J. Biesta & D. Egéa-Kuehne (eds), Derrida & education  (pp. 1-11). London/New York: Routledge.

 

27 Biesta, G.J.J. (2001). "Preparing for the incalculable." Deconstruction, justice and the question of education. In G.J.J. Biesta & D. Egéa-Kuehne (eds), Derrida & education  (pp. 32-54). London/New York: Routledge.

 

200026 Biesta, G.J.J. & Miedema, S. (2000). Context and interaction. How to asses Dewey's influence on educational reform in Europe? In J. Oelkers & H. Rhyn (eds), Dewey and European education. General problems and case studies (pp.21-37). Dordrecht/Boston/London: Kluwer Acade¬mic Publis¬hers.

 

199925 Biesta, G.J.J. & Miedema, S. (1999) Dewey in Europe. Ambivalences and contradictions in the turn-of-the-century educational reform. In. J. Oelkers & F. Osterwalder (Hrsg.), Die neue Erziehung. Beiträge zur Internationalität der Reformpädagogik (pp. 99-124). Bern: Peter Lang.

 

24 Biesta, G.J.J. (1999). Where are you? Where am I? Education, identity and the question of location. In C.A. Säfstrom (ed.), Identity. Questioning the Logic of Identity Within Educational Theory (pp. 21-45). Lund: Studentlitteratur.

 

23 Biesta, G.J.J. (1999). Postmodernism, neopragmatism och utbildning: återkomsten för det politiska. In C.A. Säfström & L. Östman (eds) Textanalys. Introduktion till syftesrelaterad kritik (pp. 95-113). Lund: Studentlitte¬ratur.¬

 

22 Biesta, G.J.J. & Miedema, S. (1999). John Dewey - Filosoof van opvoeding en democratie. In John De¬wey, Er¬va¬ring en Op¬voe¬d¬ing. Vertaald en ingeleid door G.J.J. Biesta & S. Miedema (pp. 7-42). Houten/Diegem: Bohn, Stafleu & Van Loghum.

 

199821 Vanderstraeten, R. & Biesta, G.J.J. (1998). Subjectiviteit en intersub¬jectivi¬teit in de constructie van kennis. Een Deweyaanse aanzet. In Levering, B., Biesta, G.J.J. & Weijers, I. (eds). Thema's uit de wijsgerige en historische pedagogiek (pp. 129-134). Utrecht: SWP.

 

20 Levering, B., Biesta, G.J.J. & Weijers, I. (1998). Tussen isolement en verbondenheid. Bij wijze van inleiding. In Levering, B., Biesta, G.J.J. & Weijers, I. (eds). Thema's uit de wijsgerige en historische pedagogiek (pp. 7-11). Utrecht: SWP.

 

19 Wardekker, W., Biesta, G.J.J. & Miedema, S. (1998). Heeft de school een pedagogische opdracht. In N. de Bekker-Ketelaars, S. Miedema & W. Wardekker (eds). Vormende lerarenopleidingen (pp. 22-21). Utrecht: SWP/NVO.

 

199718 Biesta, G.J.J. & Miedema, S. (1997). Provisional utopias in a postcolo¬nial world: An interview with Peter McLaren. In Peter McLaren, Revolu¬tionary Multi¬culturalism. Pedagogies of Dis¬sent for the New Millenium (pp. 223-235). Boulder, CO: Westview Press.

 

199617 Kuur, R. van der, Biesta, G.J.J. & Miedema, S. (1996). Pedago¬gisch weten¬schaps-onderzoek en het kinderopvang¬debat: de bruik¬baarheid van het Harbers-model. In N. Bakker & P. Schreuder (eds), Kind en cultuur in opvoeding en onderwijs (pp. 129-136). Groningen: GION.

 

199516 Biesta, G.J.J. (1995). Pragmatism as a Pedagogy of Commu¬nica¬tive Action. In J. Garrison (Ed.), The New Scho¬lars¬hip on John Dewey (pp. 105-122). Dordrecht/Boston/London: Kluwer Acade¬mic Publis¬hers.

 

15 Miedema, S., Biesta, G.J.J. & Van der Kuur, R. (1995). De pedagogise¬ring van het onderwijs als nati¬onale zorg. In C.J.J.E. Dietvorst & J.P. Verhage (eds), De pedagogiek terug naar de school (pp. 13-30). Nijme¬gen: Dekker & Van de Vegt.

 

199414 Biesta, G.J.J. (1994). Postmoderne Erziehung: zwi¬schen Kontin¬genz und Engage-ment. In F. Heyting & H.-E. Tenorth (Hrsg.), Pädagogik und Pluralismus. Deut¬sche und nie¬derländische Erfah¬rungen im Umgang mit Pluralität in Erziehung und Erziehungswis¬sen¬schaft. Weinheim: Deutscher Studien Verlag, 131-148.

 

13 Biesta, G.J.J. & Miedema, S. (1994). From methodology to poli¬tics. In S. Miede¬ma, G.J.J. Biesta, B. Boog, A. Smaling, W. Wardekker & B. Levering (eds), The Politics of Human Science. Brussel: VUBPress, 7-11.

 

12 Miedema, S. & Biesta, G.J.J. (1994). Constructivism and Pragma¬tism. How to solve the prob¬lematic relation between methodology and epistemology in the debate about replicati¬on. In R. van der Veer, M.H. van IJzen¬doorn, J. Valsiner (eds), Reconstructing the Mind. New York: Ablex, 71-95.

 

11 Biesta, G.J.J., Miedema, S. & Berding, J.W.A. (1994). Pragmatis¬tische Pedago¬giek. In S. Miedema (eds), Peda¬gogiek in Meervoud. Vierde druk. Deventer: Van Loghum Slaterus, 307-347.

 

199310 Miedema, S. & Biesta, G.J.J. (1993). Langeveld and Dewey on Pedagogy: A Compari¬son. In S. Miedema, A. Oberg & B. Levering (eds), Reflections on Peda¬gogy and Method. Vol. III.  Procee¬dings of the Third Interna¬tional Invita¬tional Pedagogy Confe¬rence, Victoria B.C., May 31-June 4, 1992. Uriah Heep: Mont¬foort, 141-151.

 

9 Biesta, G.J.J. (1993). Postmoderne opvoeding: tussen contingen¬tie en engagement. In F. Heyting & H.-E. Te¬north (eds), Pedago¬giek en Plura¬lisme. Duitse en Neder¬landse visies op pluraliteit in de theorie en de praktijk van de opvoeding. Amster¬dam: Uitge-verij POW, p.126-142.

 

19918 Miedema, S. & Biesta, G.J.J. (1991). Outlines of a Demo¬cra¬tic and Community Based Critical-Pragmatic Methodolo¬gy: On the way to relevant pedagogical inquiry. In Evans, R., A. Winning & M. van Manen (eds), Reflections on Pedago¬gy and Method. Edmonton: Universi¬ty of Alber¬ta Press, 76-87.

 

7 Biesta, G.J.J. (1991). De opvoeding van de 'body-mind'. Over de plaats van de pedago¬giek in het werk van John Dewey. In F. Heyting, E. Mulder & A. Rang (eds), Indi¬vidua¬tie en sociali¬satie in tijden van modernise¬ring. Siswo publika¬tie 361. Amster-dam: Siswo, 105-113.

 

6 Biesta, G.J.J. & Miedema, S. (1991). Transactie, ervaring en kennen: Het cultureel-naturali¬sme van John Dewey. In Pen¬nings, A., A. van der Leij, W. Meeus. B. Rang en Th. Wubbels (eds), Bijdragen aan Pedago¬gisch Onderzoek 1990. Amers¬foort/Leuven: Acco, 78-91.

 

19905 Biesta, G.J.J., Miedema, S. & Van IJzendoorn, M.H. (1990). John Dewey's recon-struction of the reflex arc concept and its rele¬vance for Bowlby's attachment theory. In Wm. J. Baker, M.E. Hyland, R. van Hezewijk & S. Terwee (eds). Recent Trends in Theoretical Psycholo¬gy. Volume 2. New York: Springer-Ver¬lag, 211-220.

 

19894 Biesta, G.J.J. (1989). Stromingen in de pedagogiek. In A. Dieleman et al. (eds), Pedago¬giek van de Levensloop. Deel 3. Heerlen: Open Univer¬si¬teit, 113-132.

 

19883 Biesta, G.J.J. & Miedema, S. (1988). Kentheorie, weten¬schaps¬filosofie en 'logic': Aspecten van de filosofie van John Dewey in de negentiende eeuw. In H. Berghs & W. Thijs (eds), Congres¬bundel Filosofiedag Antwerpen 1988, pp.190-196. Delft: Eburon.

 

19872 Biesta, G.J.J. & Miedema, S. (1987). De betekenis van John Deweys  ken  en weten-schapstheorie voor de (theore¬tische) pedagogiek. Pedagogische Verhandelin¬gen, 10(2), 96 106.

 

1 Biesta, G.J.J. & Miedema, S. (1987). De invloed van John Dewey op de Neder¬landse pedagogiek. Pedagogische Verhan¬delin¬gen, 10(2), 324 335.

 

 

IN PRESS [7 November 2016]

 

185 Biesta, G.J.J. (in press/2017). Kvalifisering, sosialisering, subjektivering: On the three domains of educational purpose. In Sæverot, H. & Werler, T. (Eds), Pedagogikkens språk. Kunnskapsformer i pedagogikkvitenskap. Oslo: Gyldendal. ISBN 9788205493902

 

184 Biesta, G. (in press/2017). Mixed methods in educational research. In R. Coe [et al: J. Arthur, M. Waring, R. Coe & L.V. Hedges (eds), Research methods and methodologies in education (pp. 147-152). Thousand Oaks, CA: Sage.

 

183 Biesta, G.J.J. (in press). 'How does a competent teacher become a good teacher? On judgement, wisdom, and virtuosity in teaching and teacher education'. In M.A. Peters et al. (eds),  A Companion to Research in Teacher Education

 

182 Biesta, G.J.J. (in press). What shall we do with the children? A response to Stefano Oliverio. In N. Levinson (Ed.)., Philosophy of Education 2016 (pp.).  Urbana-Champaign, IL: Philosophy of Education Society.

 

181 Biesta, G.J.J. (in press). The passion of education: On study, studenting, doing and affection. In C. Ruitenberg (Ed.), Title. London/New York: Routledge.

 

180 Biesta, G.J.J. (in press). To Hacia una nueva lógica de la emancipación In A. Tello (Ed). Gobierno y desacuerdo. Diálogosinterrumpidos entre Foucault y Rancière. Santiago: Communes.

 

179 Biesta, G.J.J. (in press/October 2015). Giving teaching back to education: Responding to the disappearance of the teacher. In C. Davies & R. Eynon (Eds), Education and technology: Critical concepts in education (pp. -). London/New York: Routledge.

 

178 Biesta, G.J.J. (in press). [Danish translation of] The future of teacher education: Evidence, competence or wisdom. In  Denmark: Dafolo.

 

177 Biesta, G.J.J. (in press). Critical pedagogy, equality, and the future of schooling. In H. Letiche et al (Eds), Title. Place: Publisher.