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Interview 44: Michael A. Peters

Michael A. Peters, Editor of Educational Philosophy and Theory (New to Routledge in 2013)

This is the forty-forth interview in a series that Routledge is conducting with the editors of some of its key Education journals.

The interview page has been split into sections which can be quickly accessed by selecting any of the links below:


These interviews are aimed at students, educational researchers, academics and visitors to the Education Arena website who are interested in particular journals and would like to find out more.

Each interview provides information about the editors in question, details about the creation of their journal and its purpose and scope within the wider sphere of educational research. Each editor is also asked to offer advice, hints and tips to prospective authors who may be hoping to submit papers to their journal.

This interview is with Michael A. Peters, Editors of Educational Philosophy and Theory.

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Michael A. Peters answers the question

We also provide a transcription of this interview to overcome accessibility problems if you have hearing difficulties (or for those of you who may just prefer to read the interview).

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More about Michael A. Peters

Michael A. Peters is Professor of Education at Waikato University, Emeritus Professor at the University of Illinois at Urbana-Champaign and Adjunct Professor in the School of Art, Royal Melbourne Institute of Technology (RMIT) and School of Foreign Studies, Guangzhou University. He is the executive editor of Educational Philosophy and Theory and editor of two international ejournals, Policy Futures in Education and E-Learning and Digital Media. His interests are in education, philosophy and social policy and he has written over sixty books, including most recently Education Philosophy and Politics: Selected Works of Michael A. Peters (2011)

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Related Articles

Forthcoming articles from Educational Philosophy and Theory:

Friendship, Intimacy and Humor
By Mordechai Gordon

The Teacher as Guide: A conception of the inquiry teacher
By Clinton Golding

Motivation as Ethical Self-Formation
By Matthew Clarke & Barbara Hennig

Neoliberal Ideologies, Governmentality and the Academy: An examination of accountability through assessment and transparency
By Natasha Jankowski & Staci Provezis

The Potential of Perspectivism for Science Education
By Jacob V. Pearce

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