Professor Amanda Fulford

Information

Research Qualifications
• Philosophy of education
• Philosophy of higher education
• Pedagogies for higher education
• Philosophy, film, and education
• Student satisfaction, student engagement, and the student experience
• Community and public philosophy
• Academic writing and academic literacies
• The work of the following philosophers: Stanley Cavell, Martin Buber, Emmanuel Levinas, Gabriel Marcel, Ralph Waldo Emerson, Henry David Thoreau, and Maria Zambrano.
• BA (Hons) Biblical History & Criticism, Hebrew & Greek
• Post Graduate Certificate in Education (Post Compulsory)
• MEd (Literacy)
• PhD (Philosophy of Education)
Teaching Affiliations
• Philosophy of education
• Foundations of education
• Practitioner enquiry
• Research methods
• Dissertation and thesis supervision
• Senior Fellow of the Higher Education Academy
• Member of the Philosophy of Education Society of Great Britain (Elected to the Executive 2017)
• Member of the International Network of Philosophers of Education (Elected to the Advisory Committee 2016)
• Member of the Society for Research in Higher Education (Elected to the Governing Council 2017)
• Member of the Philosophy and Theory in Higher Education Society (Elected Vice Chair 2018)
Phd supervision Contact
PhD supervision
Recent supervision in the following areas:
• The aims of further education
• Student satisfaction in higher education
• Restorative practice in schools
• Employability in higher education
• Film-making and the experiences of deaf pupils in school
Professor Amanda Fulford
Professor of Philosophy of Education
Head of the Department of Professional Learning
Faculty of Education
Edge Hill University
Ormskirk
Lancashire
L39 4QP
Email:   amanda.fulford@edgehill.ac.uk
Twitter: @MJFulford

Bio

Amanda Fulford is Professor of Philosophy of Education, and Head of the Department of Professional Learning at Edge Hill University. Prior to this she was Reader in Philosophy of Education, and Associate Director for Research & Knowledge Exchange at a Yorkshire university. She has held roles as Senior Lecturer and Associate Principal Lecturer in a number of higher education institutions. She has taught, led, and managed programmes of initial teacher education and professional development at foundation, undergraduate and postgraduate levels. She also has significant quality assurance experience through external examining. Amanda is also an active and experienced researcher, PhD supervisor, and examiner, and is involved in a number of interdisciplinary and international collaborative projects in the field of philosophy of education.

Amanda’s professional background began in further education where she worked in the field of adult literacy, and teacher education and development. Her work has involved significant consultancy at a national level shaping the development of specialist routes of initial teacher education in adult literacy and language. Her research interests are rooted in this same concern with language and literacy, and this has led to national and international collaborations and publications. Her recent research in community and public philosophy is related to her public engagement work, and to a commitment to knowledge exchange and the public role of the university.

Publications: Books

  • Fulford, A., and Hodgson, N., (2016), Philosophy and Theory in Educational Research: Writing in the Margin, London: Routledge.
  • Fulford, A., Robinson, G., and Smith, R., (Eds), (in press), Philosophy and Community: Theories, Practices, Possibilities, London: Bloomsbury.
  • Barnett, R., and Fulford, A., (in press), Philosophers on the University, Dordrecht: Springer.

Chapters in Books and Encyclopedias

  • Fulford, A., (2018), ‘Stanley Cavell’ in, International Handbook of Philosophy of Education, Dordrecht: Springer.
  • Fulford, A., (2018), ‘Understanding the Student Experience: Responsibility, Measurement, and Accountability’, Encyclopaedia of Philosophy and Theory, Dordrecht: Springer.
  • Fulford, A., (2010), ‘The Curriculum in the Lifelong Learning Sector’ in Teaching in the Lifelong Learning Sector: A Guide to Theory and Practice, Buckingham: Open University Press.
  • Fulford, A., (2010), ‘Teacher Education for Lifelong Learning’ in Teaching in the Lifelong Learning Sector: A Guide to Theory and Practice, Buckingham: Open University Press.

Published Papers

  • Fulford, A., and Skea, C., (In press, spring 2019) ‘Students Making Complaints: Performative or Passionate Utterance?’ Philosophy and Theory in Higher Education.
  • Fulford, A., (2017), ‘Refusal and Disowning Knowledge: Re-Thinking Disengagement in Higher Education’, Ethics and Education, 12 (1), pp. 105 – 115.
  • Fulford, A., (2016a), ‘Learning to Write: Ploughing and Hoeing, Labour and Essaying’, Educational Theory, Vol. 66, No. 4, pp. 519 – 534.
  • Fulford, A., (2016b), ‘Higher Education, Collaboration and a New Economics’, Journal of Philosophy of Education, Vol. 50, No. 3, pp. 371 – 383.
  • Fulford, A., and Hodgson, N., (2016c), ‘The Hermit and the Poet’, Journal of Philosophy of Education, Vol. 50, Issue 2, pp. 191 – 204.
  • Fulford, A., (2016d), ‘Education: Expectation and the Unexpected’, Studies in Philosophy and Education, Vol. 35, Issue 4, pp. 415 – 425.
  • Fulford, A., (2016e), ‘(Mis)-Understanding the Student Experience’, PES Yearbook 2016.
  • Fulford, A., (2013), ‘Satisfaction, Settlement and Exposition: Conversation and the University Tutorial’, Ethics and Education, Vol. 8, No. 2, pp., 114 – 122.
  • Fulford. A, (2012), ‘Conversations: Risk, Passion and Frank Speaking, in Education’, Ethics and Education, Vol. 7, No. 1, pp. 75 – 90.
  • Fulford A., (2010), ‘”Daring to Say”: Cavell and Designs on Literacy’, Educational Theory, Vol. 60, No. 4, pp. 435 – 447.
  • Fulford, A., (2009) ‘Cavell. Literacy and What it Means to Read’, Ethics and Education, Volume 4, Issue, 1, pp. 43 – 55.
  • Fulford, A., (2009), ‘Ventriloquising the Voice: Student Writing in the University’, Journal of Philosophy of Education, Vol. 43, No. 2, pp. 223-237.
  • Fulford, A., (2009), ‘Heidegger, Ethics and Ontological Education’, Clinical Pedagogy Record, 9: 76-87.
  • Fulford, A., (2009), ‘Voice, Voiceless and the Recovery of Voice: Student Writing in Higher Education’, Proceedings of the International Colloquium on The Self, the Other and Language (II): Dialogue Between Philosophy and Psychology, Kyoto University Press, pp. 77 – 87.
  • Fulford, A., (2008), Outwardness to the Self: Critical Reflections on Mitsutoshi Takayagani’s Paper ‘Economy of Beyond the Self: Teacher Education in and as Higher Education’, The Proceedings of the International Colloquium on The Self, the Other and Language: Dialogue between Philosophy, Psychology and Comparative Education, Kyoto University Press, pp. 67 – 70.

Recent conference Papers

  • September 2018, Paper given at the Philosophy of Higher Education Society annual conference, Middlesex University, UK, 10th –12th November 2018, ‘Passionate or Performative Utterance? The Lecture as a Mode of Address’.
  • July 2018, Invited paper given at the Philosophy as Lived Experience conference, July 7th – 10th 2018, Tilos, Greece, ‘Releasing Education into the Wild: An education in, and of, the outdoors’.
  • November 2017, Paper given at the Philosophy of Higher Education Society inaugural conference, Aarhus University, Denmark, 6th – 9th November 2018, ‘Exile and Poetic Reason: Re-thinking Knowledge in the Future University’.
  • July 2017, Invited paper given at the Philosophy of Education Society of Great Britain (PESGB) Gregynog Conference, Gregynog Hall, Wales, 24th – 26th July 2017, ‘Academic Integrity and the Dis-Integration of Pedagogy’.
  • March 2017, Paper given at the PESGB Annual Conference, New College Oxford, 31st March – 2nd April 2017, ‘Philosophy as Education: The Educative Possibilities of Philosophy with the Community’.
  • Symposium contribution at the Philosophy of Education Society of Great Britain Annual Conference, New College Oxford, 31st March – 2nd April 2017, ‘Student Academic Freedom’.
  • September 2016, Paper given with Naomi Hodgson at the British Educational Research Association’s Annual Conference (BERA), University of Leeds, UK, 13th – 15th September 2016, ‘‘I Can’t Spin That’: The University, the Researcher, and Public Relations’.
  • August 2016, Paper given at the 15th Biennial Conference of the International Network of Philosophers of Education (INPE), University of Warsaw, Poland, 17th – 20th August 2016, ‘Refusal and Disowning Knowledge: Re-Thinking Disengagement in Higher Education’, and a working paper entitled ‘”Being Employed”: Re-Thinking Employability Discourses in the University’.
  • March 2016, Paper given at the Philosophy of Education Society Annual Conference, Toronto, Canada, 17th – 21st March 2016, ‘(Mis)-Understanding the Student Experience’.
  • August 2015, Invited paper given at the Educational Theory Summer Institute, University of Illinois, US, August 17th – 22nd 2015, ‘Learning to Write: Ploughing and Hoeing, Labour and Essaying’.
  • March 2015, Paper given at the 50th anniversary PESGB conference, New College, Oxford, March 26-29th 2015, ‘The Hermit and the Poet’.

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