51ÁÔÆæÈë¿Ú

Bingham, C., Dejene, A., Krilic, A., Sadowski, E. (in press 2012). Can the Taught Book Speak? Philosophy of Education.

Bingham, C. (2011). Two Educational Ideas for 2011 and Beyond. Studies in Philosophy and Education. 30(5), 513–519.

*Bingham, C. and Krilic, A. (2011). Here’s to all the Cheaters. Philosophy of Education, 15–23.
*Featured essay. Highlighted as a particularly strong contribution to the 2011 issue of Philosophy of Education.

Bingham, C. (2010). Settling no Conflict in the Public Place: Truth in Education, and in Rancièrean Scholarship. Educational Philosophy and Theory, 42(5–6), 649–665.

*Bingham, C. (2009). Between Emma and the Art Connoisseur. Philosophy of Education, 75–83. Featured essay.
*Highlighted as a particularly strong contribution to the 2009 issue of Philosophy of Education.

Bingham, C. (2009). Under the Name of Method: On Jacques Rancière’s Presumptive Tautology. Journal of Philosophy of Education, 43(3), 405–420.

Bingham, C. (2008). Derrida on Teaching: The Economy of Erasure. Studies in Philosophy and Education 27(1), 15–31.

Bingham, C. (2007). Montaigne, Neitzsche, and the Mnemotechnics of Student Agency. Educational Philosophy and Theory, 39(2), 168–181.

Bingham, C. (2006). The Literary Life of Educational Authority. Journal of Philosophy of Education, 40(3), 357–369.

Bingham, C. (2006). Before Recognition, and After: The Educational Critique. Educational Theory, 56(3), 325–344.

Bingham, C. (2006). Authority is Never Genuine, but Neither is Giving It Up: Toward a Derridean Theory of Un-Enlightened Empowerment. Philosophy of Education, 453–461.

Bingham, C. (2005). Who are the Philosophers of Education? Studies in Philosophy and Education, 24, 1–18.

Bingham, C. (2005). The Hermeneutics of Educational Questioning. Educational Philosophy and Theory, 37(4), 553–565.

Bingham, C. (2004). Pragmatic Intersubjectivity, or, Just Using Teachers. Philosophy of Education, 245–253.

Bingham, C. (2003). Educational Authority: Its Happy Violence. Philosophical Studies in Education, 34, 45–54.

Bingham, C. (2002). Authority and Educational Questioning. Philosophical Studies in Education, 33, Fall 2002 45–54.

Bingham, C. (2002). A Dangerous Benefit: Dialogue, Discourse, and Michel Foucault’s Critique of Representation. Interchange, 33(4), 51–69.

Bingham, C. (2002). Paulo Freire’s Debt to Psychoanalysis: Authority on the Side of Freedom. Studies in Philosophy and Education, 21(6), 447–464.

Bingham, C. (2001). I Am the Missing Pages of the Text I Teach: Gadamer and Derrida on Teacher Authority. Philosophy of Education, 265–272.

Bingham, C. (2001). What Friedrich Nietzsche Cannot Stand 51ÁÔÆæÈë¿Ú Education: Toward a Pedagogy of Self-Reformulation. Educational Theory, 51(30), 337–352.

Bingham, C., Gabriel, J. (2001). The Exchange of Teaching: Money, Class, and Ethnicity in Anzia Yezeirska’s Breadgivers. Journal of Thought, 36(4), 33–44.

Bingham, C., Sidorkin, A. (2001). Aesthetics and the Paradox of Educational Relation. Journal of Philosophy of Education, 35(1), 21–30.

Bingham, C. (2000). Toward Dialogic Education. Journal of Thought. Winter, 35(4), 19–30.

Bingham, C. (1999). Children’s Texts and Social Activism. Philosophical Studies in Education, Fall, 31, 133–146.

Bingham, C. (1999). Language and Intersubjectivity: Recognizing the Other Without Taking Over or Giving In. Philosophy in the Contemporary World, 6, Numbers 3–4, Fall–Winter.

Bingham, C. (1998). The Power of the Oedipal Myth: Toward a Hermeneutic Infatuation with Psychoanalysis. Philosophical Studies in Education, Fall, 30, 134–147.

Bingham, C. (1998). The Poetic Theorizing of Langston Hughes: Curriculum and the Education of Identity. Journal of Thought, 33(4), 15–26.

Bingham, C. (1998). The Goals of Language, the Language of Goals: Nietzsche’s Use of Rhetoric and its Educational Implications. Educational Theory, 48(2), 229–240.