Individual Research Interests

agonistic (i.e., conflict-oriented) conceptions of politics and democracy; ethics (including, but not limited to, Derrida’s ethics of hospitality); speech act theory and discursive performativity; philosophical research methods; aesthetics and art education

Research Supervision Interests

I can accept few new graduate students for supervision. If there is a good fit between a student’s research interests and my areas of interest and expertise, I may be interested in supervising thesis and dissertation research in the following areas:

  • Philosophical approaches to educational questions, including (but not limited to) questions in the areas of ethics, political philosophy, epistemology, and translation
  • Politics, democracy and citizenship in education
  • Environmental ethics; educational responses to the climate crisis; permaculture
  • Aesthetic theory and education; museum education; art interpretation and hermeneutics


Claudia Ruitenberg was born and raised in The Netherlands. She first came to Canada in 1987 to attend the Lester B. Pearson United World College of the Pacific on Vancouver Island, and returned in 2000 for doctoral studies at Simon Fraser University. She lives on Salt Spring Island.

She was Academic Director of UBC Vantage College (2017-2019), President of the Canadian Philosophy of Education Society (2016-2019), and Scholar in the Centre for Health Education Scholarship (2013-2017).

In March 2014 Dr. Winston Thompson, a fellow philosopher of education from the University of New Hampshire, interviewed Claudia for his PIPEline series. You can listen to the audio-interview here.

While she continues her teaching and scholarly writing in philosophy of education, Claudia’s interests are increasingly shifting to permaculture and other responses to the climate crisis and related ecological degradation. She will be studying permaculture during her study leave in 2022.


Faculty of Education, Simon Fraser University, 2005, PhD

Selected Publications

Authored books

Ruitenberg, C. W. (2015). Unlocking the world: Education in an ethic of hospitality. Boulder, CO: Paradigm. (Republished by Routledge, 2016)


Edited collections

Martin, C. & Ruitenberg, C. W. (2018). Ethics in professional education. New York, NY: Routledge.


Reconceptualizing Study in Educational Discourse and Practice (Hardback) book cover

Ruitenberg, C. W. (Ed.) (2017). Reconceptualizing study in educational discourse and practice. New York, NY: Routledge.


Ruitenberg, C. W. (Ed.) (2012). Philosophy of education 2012. Urbana, IL: Philosophy of Education Society.


Ruitenberg, C. W. & Phillips, D. C. (Eds.) (2012). Education, culture and epistemological diversity: Mapping a disputed terrain. New York: Springer.

Click here for an interview about the book.



Ruitenberg, C. W. (Ed.) (2010). What do philosophers of education do (and how do they do it)? Oxford: Wiley-Blackwell.


Book chapters

Ruitenberg, C. W. (2014). Multicultural epistemology. In D. C. Phillips (Ed.), Encyclopedia of educational theory and philosophy (pp. 286-289). Thousand Oaks, CA: SAGE.

Ruitenberg, C. W. (2013). The double subjectification function of education: Reconsidering hospitality and democracy. In T. Szkudlarek (Ed.), Education and the political: New theoretical articulations (pp. 89-105). Rotterdam, the Netherlands: Sense.

Ruitenberg, C. W. & Vokey, D. (2010). Equality and justice. In R. Bailey, R. Barrow, D. Carr, & C. McCarthy (Eds.), The SAGE handbook of philosophy of education. London: SAGE.

Selected refereed articles

Vericat Rocha, Á. & Ruitenberg, C. W. (2019). Trauma-informed practices in early childhood education: Contributions, limitations, and ethical considerations. Global Studies of Childhood, 9(2), 132-144.

Ruitenberg, C. W. (2019). Barefoot in the kitchen: New materialism, education, and reproductive labor. In A. Chinnery (Ed.), Philosophy of education 2017 (pp. 527-540). Urbana, IL: Philosophy of Education Society.

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. (2016). Against a ‘life hack’ approach to art education. Canadian Review of Art Education, 43(1), 199-207.

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. (2015). Performativity and affect in education. Philosophical Inquiry in Education, 23(1), 38-52.

Piotrowski, M. & Ruitenberg, C. W. (2016). Liquid subjects: How news media educate political subjects in liquid modernity. Critical Studies in Education, 57(3), 342-357.

Ruitenberg, C. W. & Towle, A. (2015). ‘How to do things with words’ in health professions education. Advances in Health Sciences Education, 20(4), 857-872.

Ruitenberg, C. W. (2015). The practice of equality: A critical understanding of democratic citizenship education. Democracy & Education, 23(1), art.2.

Ruitenberg, C. W. (2014). Physicians in philosophy of education: From cameo appearance to leading role. In C. Mayo (ed.), Philosophy of education 2013 (pp. 146-154). Urbana, IL: Philosophy of Education Society.

Ruitenberg, C. W. (2014). Hospitable gestures in the university lecture: Analysing 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), 40–55.

Ruitenberg, C. W. (2010). Queer politics in schools: A Rancièrean reading. Educational Philosophy and Theory, 42(5-6), 618–34.

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.

Students Supervised

Gang Li, Ph.D. (2020, co-supervised) Chinese international students’ engagement with democratic discourses and practices in Canada and the United States

Amanda Bolderston, Ed.D. (2019, supervised) An autoethnographic lens on the identity work of lesbian and gay radiation therapists in practice

Marcelina Piotrowski, Ph.D. (2019, co-supervised) Subjectivity in the folds: Education, media practices, and environmental activism amongst more-than-human pleats

Alejandra Sánchez Álvarez, Ph.D. (2019, supervised) Hermeneutics in early childhood education: Broadening interpretations of children’s ideas and actions, and learning in the process about our conceptions of children, our educational practices, and ourselves

Autumn Knowlton (2016, supervised) Q’eqchi’ Mayas and defense of territory: Learning through the contentious politics of land in “post-conflict” Guatemala

Lilach Marom, Ph.D. (2016, supervised) From experienced teachers to newcomers to the profession: The capital conversion of internationally educated teachers in Canada

Jim Bigari, Ph.D. (2015, co-supervised) The relation of education for autonomy and education for morality: Implications for debates over educational aims

Shayna Plaut, Ph.D. (2014, co-supervised) Writing/righting truths across borders: Learning from transnational peoples’ journalism and politics

Lian Beveridge, Ph.D. (2012, co-supervised) Just like everyone else: The knowledge/ignorance binary in censorship and lesbian and gay picturebooks

Cristina Delgado, Ph.D. (2012, co-supervised) Aporetic openings in living well with others: The teacher as a thinking subject

Áurea Vericat, Ph.D. (in progress, co-supervised)

Brett Schrewe, Ph.D. (in progress, supervised)

Itamar Manoff, Ph.D. (in progress, supervised)

Jonathan Turcotte-Summers, Ph.D. (in progress, co-supervised)

Tierney Wisniewski, Ph.D. (in progress, supervised)

Jennifer Mansour, M.A. (2018, supervised) An autoethnographic exploration of being human through teaching and learning

Ryan van den Berg, M.A. (2016, supervised) Canadian civic education, deliberative democracy, and dissent

Amy Clausen, M.A. (2014, supervised) Playing with history: Settlement narratives in performance at three history museums of the Lower Mainland

Vanessa Liston, M.A. (2012, supervised) On being a ‘sama7’ teacher: Reflecting on colonization, non-Indigenous identity, relationships, and responsibility in Indigenous contexts

Kozue Matsumoto, M.A. (2010, co-supervised) Unsettling Japanese Canadianness in Vancouver: Negotiated and hybridized identity

Shantel Ivits, M.A. (2009, supervised) Disturbing the comfortable: An ethical inquiry into pedagogies of discomfort and crisis

Stephanie Bonic, M.A. (2008, supervised) Educational value is not private! Defending the concept of public education

Wendy Atkinson, M.A. (in progress, supervised)

M.Ed. graduates: Yang Jiao (2020); Naureen Ali (2018); Kelsey Leung (2018); Shelley Coburn (2017); Erin Yun (2017); Ryan Murphy (2015); Xu Xin (2015); Sam Bradd (2014); Shane Fifield (2014); Julie Prodor (2014); Karine Ng (2011); David Butler (2009); Paulina Moreno (2009); Gordon Chung (2008)

Courses Taught

EDST 601A: First Year Doctoral Seminar in Critical Social Theory

EDST 602A: Doctoral Seminar (Ph.D. and Ed.D.)

EDST 597: Educational Theories: Democracy, Equality, and Justice

EDST 595: Philosophical Research in Education

EDST 593: Ethics and Education (Ed.D.)

EDST 592: Topics in Philosophy of Education: Philosophical Debates in Environmental Education

EDST 571: Introduction to Educational Research: Relating Questions, Theories, and Methods

EADM 581: Leadership, Administration and the Aims of Education

EDST 454: Critical Thinking: Frameworks, Methods and Challenges

EDST 404: Ethics and Teaching

EDST 401: Education, School, and Social Institutions