Deficit Mentality and the Need for Subversion: Reflections on Milani, in Carmel Borg, Mario Cardona, and Sandro Caruana (eds.), Don Lorenzo Milani and Education, Pagrave, 2014.
Peace Education and Critical Democracy: Some Challenges in Neoliberal Times, in Carmel Borg and Michael Grech (eds.) Blessed Are the Peace Makers: Essays in Honour of Don Lorenzo Milani’s Contribution to Peace, Sense Publishers, November 2013.
Standardization and Equity in Education, (with Ann Vibert) in W. Hare and J.P. Portelli (eds.), Philosophy of Education: Introductory Readings. Edmonton, AB: Brush, 2013: 223-242.
Philosophy of Education as the Politics of Praxis (with Christina Patricia Konecny), in Theodore Michael Christou and Shawn Michael Bullock (eds.), Foundations of Education: A Canadian Perspective. Ottawa, ON: Canadian Association for Teacher Education, June 2013: 98-107.
The Dangers of Liberal/Rationalist Policy Discourse and the Role of the Philosopher in Disrupting It, (with L. Pinto) in S. Galea and D. Mercieca (eds.), My Teaching, My Philosophy: A Lifelong Engagement with Education (Essays presented to Professor Kenneth Wain in honour of a lifelong commitment to teaching, philosophy and education). Sense Publishers, 2013.
On the Dundas ghad-Duluri, in Carmel Borg and Raphael Vella (eds.) Shooting Society: Documenting Contemporary Life in Malta, Malta: Midsea Books, 206-209, 2012.
The Challenges of Neoliberalism in Education: Implications for Student Engagement, (with B. McMahon) in B. McMahon and J.P. Portell in (eds.), Student Engagement in Urban Schools: Beyond Neoliberal Discourses, Information Age Publishers, 1-9, 2012.
Teaching Controversial Issues: An Educational Imperative, (with Amanda Cooper) in in B. McMahon and J.P. Portellin (eds.), Student Engagement in Urban Schools: Beyond Neoliberal Discourses, Information Age Publishers, 171-195, 2012.
Inclusive Education and Democratic Values, in C. Rolheiser, M. Evans & M. Gambhir (Eds.), Inquiry into Practice: Reaching Every Student through Inclusive Curriculum. Toronto, On: OISE, 2011: 8-9.
The Deficit Thinking Mentality and the Ethics of Subversion, in C. Borg (Ed.) Lorenzo Milani: Between Yesterday and Today, Malta: Horizons, 2010: 313-321.
Individual and Community Aims in Education (with Francine Menashy) in R. Barrow et al (Eds.) Sage Handbook of Philosophy of Education, London: Sage Publ., 2010: 415-433.
The Role and Impact of Critical Thinking in Democratic Education: Challenges and Possibilities (with Laura Pinto), in J. Sobocan & L. Groake (Eds.) Critical Thinking in an Era of Accountability:Can Higher order Thinking Be Tested?. London: Althouse Press, 2009: 299-318.
Student Engagement in W. Hare and J.P. Portelli (Eds.) Key Questions for Educators. Halifax, NS: Edphil Books, 2005: 74-77.
Democratic Values in Bureaucratic Structures: Interrogating the Essential Tensions (with Leeno L. Karumanchery) in Nina Bascia et al. (Eds.), International Handbook of Educational Policy. Springer, 2005, 329-349.
Curriculum of Life (with Ann Vibert), in Olga E. Glagoleva and Olga V. Zaslavskaia (Eds.) Civic Education and Democracy in Russia, Moscow, 2005 (In Russian).
Introduction and Introductions to Part 1 – Part 7 (co-authored with W. Hare) in Hare and Portelli (Eds.), Philosophy of Education: Introductory Readings (2002): 11-14, 15-18, 47-50, 117-120, 153-156, 217-220, 275-278, 383-386.
Democracy in Education: Beyond the Conservative and Progressivist Stances, in Hare and Portelli (Eds.), Philosophy of Education: Introductory Readings (2002): 279-294.
Beyond Common Standards: Toward a Curriculum of Life in Portelli and Solomon (Eds.), The Erosion of Democracy in Education (2001): 63-82 (Co-authored with Ann Vibert).
Introduction in Portelli and Solomon (Eds.), The Erosion of Democracy in Education (2001): 11-24 (co-authored with R. Patrick Solomon).
The Challenge of Teaching for Critical Thinking in Hare and Portelli (Eds.), Philosophy of Education: Introductory Readings (1996): 55-72.
Whole Language and Philosophy with Children: A Dialogue of Hope in Portelli and Reed (eds.) Children, Philosophy, and Democracy (1995): 75-117.
From Text to Textuality: Using McLaren’s Life in Schools, in Peter McLaren Life in Schools: An Introduction to Critical Pedagogy in the Foundations of Education (2nd edition). Toronto: Irwin, 1994: 255-267.
Dare We Expose the Hidden Curriculum?, in Portelli and Bailin (eds.), Reason and Value in Education (1993): 171-198.
Recent Developments in Analytic Philosophy of Education,” in Portelli and Bailin (eds.), Reason and Value in Education (1993): 11-33.
On Reed and Discussing Philosophy with Children, in Hare and Portelli (eds.), Philosophy of Education: Introductory Readings (1988): 227-232.