Author Archives: Angela Joosse

Postdoctoral Fellowships – Call for Applications 2022/23

Gilles Deleuze and Cosmology / Gillles Deleuze et la Cosmologie  Interdisciplinary Research Group / Groupe de recherche interdisciplinaire

Call for Applications
Postdoctoral Research Fellowship in Philosophy
“Gilles Deleuze and Cosmology”
Two fellowships of $20 000 (CAD) for the 2022-2023 academic year

Please see the Gilles Deleuze and Cosmology webpage for more details.

CFP: Teaching and Learning Philosophy Online

Guest Editors: Suzanne McCullagh and Kristin Rodier

Online learning environments afford unique opportunities and challenges for teaching philosophy. While the global COVID-19 pandemic ushered in a wave of hurried online teaching, philosophy departments had been steadily expanding their online course offerings. Philosophy is often typified by small, in-person groups because of its focus on close reading of primary texts and careful identification and discussion of conceptual nuances. This may be more myth than reality, however, inquiries into the lack of diversity in philosophy have unearthed accounts of the marginalization of students within traditional philosophy classrooms. While distance learning removes some barriers for learners who are marginalized, it also increases barriers for students who need structure, space, and relational and motivational supports. This special issue proposes thinking about how teaching philosophy online both may enhance philosophical learning and/or exacerbate barriers to philosophical learning.

We are interested in questions that include, but are not limited to, the following:

·  Can students develop relationships that contribute to the richness of their learning experience, reflection on the rigor of their thinking? What tools or techniques for dialogue facilitate critical thinking, peer-to-peer learning, and building a community of inquiry?

·  What sorts of alternate assessments allow students to meaningfully reflect on their understanding and/or take philosophy out into their world? How should our feedback change in the online environment to spur students’ philosophical thinking?

·  How can an online learning environment support the development and assessment of philosophical skills such as conversation, reflection, deep thinking, conceptual analysis, and multi-perspectival seeing, hearing, and thinking?

·  How is our passion for (love of) philosophy education challenged or enhanced when teaching online? What can philosophy as a discipline gain from embracing online learning and the non-traditional students who pursue philosophy online?

·  How to intervene in online discussions to provide clarification and deepen student thinking without imposing one’s authority and shutting down student’s desire to discuss?

·  How can we design online philosophy courses that benefit students marginalized by the discipline without letting the discipline off the hook for creating classroom environments that marginalize a range of learners? What does the relative safety of online philosophy learning environments say about philosophy’s classroom climate for those who are marginalized by the discipline and those who are non-traditional university students?

Submission Procedure

Manuscripts should be submitted online at Please note the “Teaching and Learning Philosophy Online Special Issue” in your cover letter. The Submission deadline is June 1, 2022.

We anticipate final articles to run between 6,000 and 8,000 words, including an abstract of no more than 150 words. Submissions should be prepared for anonymous peer review. For detailed formatting instructions please consult the journal’s Submission Guidelines.

Inquiries about this special issue can be directed to the Editor, Maralee Harrell, at

Call for Applications: Canadian Sociological Association (CSA)

Theories of the Background: A Discussion of the Things We Don’t Know We Know

Session Code: THE2
Session Format: Regular Session
Session Language: English
Research Cluster Affiliation: Social Theory
Session Categories: Regular Session

This session will offer a space for explicit engagement with the ideas, structures, and ways of knowing that often represent the ‘background’ of everyday life. Many theories have attempted to grasp at this liminal space: lifeworld, habitus, tacit knowledge, prereflective backgrounds, primary frameworks, etc. All are welcome here as we investigate how questions of such ‘theories of the background’ apply (and perhaps ought to be adapted) to the current circumstances of our age. Sociology’s inherently interdisciplinary nature represents a strength in this regard, and we hope participation includes those from across a host of disciplines to help spark new theoretical engagements to answer the questions of today and beyond. Tags: KnowledgeNetworksSocial StructureTheory

 Organizer: Reiss Kruger, York University

Call for Abstracts: 7th Derrida Today Conference, June 13-16, 2021, Washington D.C

The 7th Derrida Today Conference will focus on the ongoing value of either Derrida’s work, or deconstruction, to the political, ethical, cultural, artistic, and public debates and philosophical futures that confront us. The conference is broadly interdisciplinary and invites contributions from a range of academic, disciplinary and cultural contexts. We will accept papers and panel proposals from scholars, academics, and postgraduates on any aspect of Derrida’s work, or deconstruction, in relation to various topics as well as contemporary issues. While the conference welcomes contributions on diverse topics and from any discipline in relation to Derrida’s work and deconstruction, it is particularly interested in discussions exploring the concept of “democracy,” especially in light of the 6th January storming of the Capitol in the U.S., and the consequences of the current COVID pandemic.

Deadline: November 1, 2021

Please submit your paper and panel abstracts directly to

For more information, consult the conference website: