Lin / Sequeira Inclusion, Diversity, and Intercultural Dialogue in Young People’s Philosophical Inquiry

1. Auflage 2017
ISBN: 978-94-6351-065-3
Verlag: SensePublishers
Format: PDF
Kopierschutz: Wasserzeichen (»Systemvoraussetzungen)

E-Book, Englisch, 22 Seiten, eBook

The ever-shifting cultural and linguistic landscapes in contemporary societies create new urgency for an intersectional thematic study of diversity, philosophy, and education. As educators, how do we transform the vision of cultural and linguistic diversity into a wealth of resources for learning? How do we actively engage cultural and linguistic diversities in philosophical inquiry with young people? How do we translate the philosophical notion of cultural and linguistic diversity into pedagogical practices? The chapters in this book respond to the task of teaching philosophy in the context of increased mobility in the new global reality. By complicating the situated and fluid nature of contemporary classrooms, this book challenges the normalizing tendency often associated with philosophy education. Each chapter offers a unique perspective in understanding the profound embeddedness of philosophy education in broader sociocultural contexts and prioritizes diversity in the classroom community of inquiry. By carefully incorporating a broad range of theoretical perspectives and empirical research, this book provides a rich resource for school teachers and educators who wish to engage diverse learners in philosophical inquiry. In doing so, it reaffirms the value of philosophy education as a proactive approach to democratic education.

Autoren/Hrsg.

Lin, Ching-Ching

Sequeira, Lavina

Inhaltsverzeichnis

Foreword; Introduction; Part 1: The Dialectics between Culture and Philosophy; Intercultural Philosophy and the Community of Philosophical Inquiry as the Embryonic Cosmopolitan Community; The Transcultural Discourse of Affect in Philosophical Inquiry: An Introduction; Negotiating Intersectional Identities in a Classroom Community of Inquiry: A Dialogical Self Perspective; Part 2: Teachers as the Gated Community, Intersection of Identities, and the Source of Epistemic Violence; The Elephant in the Room: Picturebooks, Philosophy for Children and Racism; Making Peace Education Everyone’s Business; Part 3: Narrative Inquiry as a Methodology to Explore Language, Identity and Power; Philosophy with Children as Enabling Community of Multi-Narratives; Diversity and Inclusion: Realizing the Heteroglossic Potential in Young People’s Philosophical Inquiry; Part 4: Application to Classroom Contexts; Philosophy for Children Hawai’i: A Culturally Responsive Pedagogy for Social Justice Education; The UNESCO Chair Practice of Philosophy with Children: A Basis for Intercultural Dialogue and Social Transformation; About the Contributors.