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A team of systematic reviewers successfully completed a government-commissioned review of ‘what works to improve post-school outcomes for youth with disabilities’ in 2012. Despite its success, interviews with 10 review team members revealed dissatisfaction with the process and indifference to its outcomes. The purpose of our analysis was to examine how the systematic review process itself led to review team members’ feelings of indifference, resignation, and pessimism. Drawing on the writings of Henry Giroux, Gert Biesta, and Hanna Arendt that warn of the death of democracy and the rise of totalitarianism, we explored how the systematic review certification process, examinations, rules, and structures deadened democratic deliberation and critique necessary, we argue, to conducting good educational science. We end with a call for systematic reviews in education whose researchers, products, and processes remain ethically oriented to keeping democracy alive. © 2021 Informa UK Limited, trading as Taylor & Francis Group.
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The purpose of this entry is to provide an orientation to new materialism, a form of inquiry or philosophy that brings renewed interest to materiality. New materialist philosophies offer an end to certainty, an end to the belief that meaning, knowledge, and agency are fixed and stable. New materialism, however, is not a cohesive body of work but rather a collection of theories, theorists, works, and assumptions, each with its own goals, methods, and desired end points. What constitutes new materialism, what contributes to new materialism, and what inspires new materialist scholarship are not necessarily the same. We trace some of the historical influences of new materialism, highlighting key theories and theorists, describing the intersecting philosophical traditions that mutually constitute new materialism, and exploring the implications of new materialism both for social justice and for qualitative research. © 2026 selection and editorial matter, Aaron M. Kuntz; individual chapters, the contributors.
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Academic success is now coupled with social media engagement. Social media has become so normalized in the academy that absent a carefully curated social media presence, scholars risk being seen as unscholarly, unproductive, and unpopular. This article lays bare the pressures, mechanisms, and monstrosities of using social media to promote scholarship. We argue that the widespread adoption of social media outpaces critical attention to its ethics and wonder about the future of public scholarship and the monstrous scholarly selves we are becoming. Thinking of monstrosity, with Krecˇicˇ and Žižek, as the preontological domain that rests beneath society and constitutes alterity and otherness, we ask what kinds of #scholarfamousmonsters we want to be, become, and promote in the digital era.
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