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Claudia Ruitenberg

Professor Philosophy of Education

Educational Studies

Faculty of Education

Research Themes: 

Language, Sustainability and Transnationalism

Claudia Ruitenberg's interests in language sciences include speech act theory, translation studies, and the role of discursive frames in political education. Selected publications are shown below; click here for a fuller profile.

Speech act theory

Ruitenberg, C. W. (2018). “Don’t feed the trolls”: Violence and discursive performativity. In H. Shapiro (Ed.), The handbook of violence in education: Forms, factors, and preventions. Wiley-Blackwell.
Ruitenberg, C. W. (2017). Location, location, locution: Why it matters where we say what we say. Philosophical Inquiry in Education, 24(3), 211-222.
Ruitenberg, C. W. (2015). Performativity and affect in education. Philosophical Inquiry in Education, 23(1), 38-52.
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). Philosophy of Education Society.


Ruitenberg, C. W. (2017). The strange in the familiar: Education’s encounter with untranslatables. In N. Saito & P. Standish (Eds.), Stanley Cavell and philosophy as translation: “The truth is translated” (pp. 141-157). Rowman & Littlefield.
Ruitenberg, C. W., Knowlton, A., & Li, G. (2016). The productive difficulty of untranslatables in qualitative research. Language and Intercultural Communication, 16(4), 610-626.
Ruitenberg, C. W. (2009). Distance and defamiliarisation: Translation as philosophical method. Journal of Philosophy of Education, 43(3), 315-323.

Political education

Ruitenberg, C. W. (2018). Learning to be difficult: Civic education and intransigent indignation. On Education: Journal for Research and Debate, 1(1).
Ruitenberg, C. W. (2009). Educating political adversaries: Chantal Mouffe and radical democratic citizenship education. Studies in Philosophy and Education, 28(3), 269-281.