In ‘Is Philosophy of Education Western?’, Jackson and Kwak (2025) examine the field of educational philosophy and theory from cultural and geographical perspectives. They ask which thinkers and topics are showcased in standard-bearing work in the field, and how philosophers of education around the world situate themselves in terms of the topics and thinkers they focus on. Who is represented in the field? Who is considered a leader of the field and who is not? What topics are considered central, and which are peripheral? How do diverse scholars, in the United States, United Kingdom, Japan, South Africa, or India, see philosophy of education? Is raising this line of questions philosophical (onto-epistemological) or political in its nature?