Enabling Students' Voices and Identities
Philosophical Inquiry in a Time of Discord
Seiten
2024
Lexington Books/Fortress Academic (Verlag)
978-1-6669-5764-8 (ISBN)
Lexington Books/Fortress Academic (Verlag)
978-1-6669-5764-8 (ISBN)
One of the challenges educational systems are facing today worldwide is enabling children's voices from silenced, marginalized, and excluded groups. This book analyzes the challenge of various identities and their uniqueness within childhood and offers theoretical and pedagogical-educational solutions within Philosophy for and with Children.
One of the challenges that educational systems are facing worldwide is enabling children's voices from silenced, marginalized, and excluded groups to be heard in communities of philosophical inquiry. Children from unprivileged socioeconomic sectors or minorities, and whose narrative is not in accord with that of the dominant mainstream narrative, often feel uncomfortable expressing their feelings, experiences, and mostly their authentic philosophical questions during communities of philosophical inquiry. They prefer not to raise the questions from their identity perspective. Even if they are friendly, such communities of inquiry are governed—even if implicitly—by the hegemonic meta-narrative. This book addresses the challenges of authentic inclusion of these children and their identities/narratives. The book will analyze how discourse about multiple identities and narratives can enrich the theoretical foundations of Philosophy for/with Children as opposed to the sterile banking and normalizing education. It analyzes the challenge of various identities and their uniqueness within childhood in order to offer theoretical and pedagogical-educational solutions within Philosophy for and with Children. This book furthers our understanding of dialogical inquiry, particularly within a pluralistic environment that explicitly promotes democratic culture.
One of the challenges that educational systems are facing worldwide is enabling children's voices from silenced, marginalized, and excluded groups to be heard in communities of philosophical inquiry. Children from unprivileged socioeconomic sectors or minorities, and whose narrative is not in accord with that of the dominant mainstream narrative, often feel uncomfortable expressing their feelings, experiences, and mostly their authentic philosophical questions during communities of philosophical inquiry. They prefer not to raise the questions from their identity perspective. Even if they are friendly, such communities of inquiry are governed—even if implicitly—by the hegemonic meta-narrative. This book addresses the challenges of authentic inclusion of these children and their identities/narratives. The book will analyze how discourse about multiple identities and narratives can enrich the theoretical foundations of Philosophy for/with Children as opposed to the sterile banking and normalizing education. It analyzes the challenge of various identities and their uniqueness within childhood in order to offer theoretical and pedagogical-educational solutions within Philosophy for and with Children. This book furthers our understanding of dialogical inquiry, particularly within a pluralistic environment that explicitly promotes democratic culture.
Arie Kizel is associate professor of philosophy of education at the Faculty of Education, University of Haifa, Israel
Introduction
Chapter 1: The Educational Discourse and Excluded and Marginalized Groups
Chapter 2: The Politics of Identity and Identity-Enabling within Philosophical Communities of Inquiry: Tensions and Challenges
Chapter 3: P4wC as a Dialogical Space for Questions and Discussion in the Context of Multiple Identities-Narratives
Chapter 4: Facilitators, Philosophical Communities of Inquiry, Identity, and Sensitivity
Chapter 5: Children’s Philosophical Voices regarding Identity
| Erscheinungsdatum | 18.05.2024 |
|---|---|
| Sprache | englisch |
| Maße | 158 x 236 mm |
| Gewicht | 376 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Allgemeines / Lexika |
| Sozialwissenschaften ► Pädagogik ► Bildungstheorie | |
| ISBN-10 | 1-6669-5764-X / 166695764X |
| ISBN-13 | 978-1-6669-5764-8 / 9781666957648 |
| Zustand | Neuware |
| Haben Sie eine Frage zum Produkt? |
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