Dr. Claudia Ruitenberg is Associate Professor, Philosophy of Education, in the Department of Educational Studies. Her research interests include the ethics of hospitality in education, discursive performativity, agonistic political theory and political education, aesthetic education and theory, and epistemological diversity in educational research. She is editor of the Philosophy of Education 2012 Yearbook (Philosophy of Education Society, 2012) and What Do Philosophers of Education Do? (And How Do They Do It?) (Wiley-Blackwell, 2010), and co-editor (with D. C. Phillips) of Education, Culture and Epistemological Diversity: Mapping a Disputed Terrain (Springer, 2012).

In addition, she is developing a research program in philosophy of health professions education, in areas such as professional ethics education and philosophical approaches to medical education research, more generally. Her commentary “Why the Conception of the Doctor as Applied Scientist is Inadequate,” Medical Education, 47(10), 956-957, and the essay “Physicians in Philosophy of Education: From Cameo Appearance to Leading Role,” in C. Mayo (Ed.), Philosophy of Education 2013 are examples of this work, as is the upcoming conference presentation “Giving Place to Patients and Students: The Double Gesture of Hospitality in Medical Education,” at the Second International Conference on Professional Practice, Education, and Learning, Stirling University, UK.

Selected Publications

Ruitenberg, C. W. (2014). Hospitable gestures in the university lecture: Analyzing Derrida’s pedagogy. Journal of Philosophy of Education, 48(1), 149-164.
Ruitenberg, C. W. (2012). Learning by walking: Non-formal education as curatorial practice and intervention in public space. International Journal of Lifelong Education, 31(3), 261-275.
Ruitenberg, C. W. (2011). The empty chair: Education in an ethic of hospitality. In R. Kunzman (Ed.), Philosophy of Education 2011 (pp. 28-36). Urbana, IL: Philosophy of Education Society.
Ruitenberg, C. W. (2011). The trouble with dispositions: A critical examination of personal beliefs, professional commitments and actual conduct in teacher education. Ethics and Education, 6(1), 41-52.
Ruitenberg, C. W. (2011). Learning to articulate: From ethical motivation to political demands. In G. Biesta (Ed.), Philosophy of education 2010 (pp. 372-380). Urbana, IL: Philosophy of Education Society.
Ruitenberg, C. W. (2010). Conflict, affect, and the political: On disagreement as democratic capacity. In Factis Pax, 4(1), 40­55.
Ruitenberg, C. W. (2010). Queer politics in schools: A Rancièrean reading. Educational Philosophy and Theory, 42(5-6), 618­34.
Ruitenberg, C.W. (2010). Giving place to unforeseeable learning: The inhospitality of outcomes-based education. In D. Kerdeman (Ed.), Philosophy of education 2009 (pp. 266-274). Urbana, IL: Philosophy of Education Society.
Ruitenberg, C. W. (2009). Educating political adversaries: Chantal Mouffe and radical democratic citizenship education. Studies in Philosophy and Education, 28(3), 269-281.
Ruitenberg, C. W. (2008). Discourse, theatrical performance, agency: The analytic force of “performativity” in education. In B. Stengel (Ed.), Philosophy of education 2007 (pp. 260-268). Urbana, IL: Philosophy of Education Society.