| Description |
1 online resource (148 pages) |
| Physical Medium |
polychrome |
| Description |
text file |
| Summary |
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?00The 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. |
| Contents |
TABLE OF CONTENTS; FOREWORD: In Search of the Third Space; NOTES; INTRODUCTION; THE DIALECTICS BETWEEN CULTURE AND PHILOSOPHY, INTERCORPOREALITY AND INTERSECTIONALITY; TEACHERS AS THE GATED COMMUNITY AND THE SOURCE OF EPISTEMIC VIOLENCE; NARRATIVE INQUIRY AS A METHODOLOGY TO EXPLORE LANGUAGE, IDENTITY, AND POWER; APPLICATION TO CLASSROOM CONTEXTS; CONCLUSION; PART 1: THE DIALECTICS BETWEEN CULTURE AND PHILOSOPHY; 1. INTERCULTURAL PHILOSOPHY AND THE COMMUNITY OF PHILOSOPHICAL INQUIRY AS THE EMBRYONIC COSMOPOLITAN COMMUNITY. |
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THE HERMENEUTICS OF THE STRANGER AND THE "INTERCULTURAL TRANSFORMATION OF PHILOSOPHY"CULTURE AS "SPIRITUAL HYPHENATION" AND THE COSMOPOLITAN COMMUNITY OF PHILOSOPHICAL INQUIRY; BRIDGING THE GAP, 'LOCAL MINDING, ' AND "A CERTAIN HUMAN BLINDNESS"; NOTES; REFERENCES; 2. THE TRANSCULTURAL DISCOURSE OF AFFECT IN PHILOSOPHICAL INQUIRY: An Introduction; INTRODUCTION; AFFECT; What Is Affect?; P4C BEYOND LANGUAGE AND CULTURE-AN AFFECTIVE APPROACH; Beyond Language and Culture; P4C and CI-An Affective Approach; CONCLUSION; REFERENCES. |
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3. NEGOTIATING INTERSECTIONAL IDENTITIES IN A CLASSROOM COMMUNITY OF INQUIRY: A Dialogical Self PerspectiveINTRODUCTION; IDENTITY AND THE DIALOGICAL SELF THEORY; INTERSECTIONAL IDENTITIES AND THE DIALOGICAL SELF; RECONCILING INTERSECTIONALITY AND THE DIALOGICAL SELF; DIALOGICAL SELF AND CI; THE DIALOGICAL SELF, INTERSECTIONAL IDENTITIES, AND CI; CONCLUSION; REFERENCES; PART 2: TEACHERS AS THE GATED COMMUNITY, INTERSECTION OF IDENTITIES, AND THE SOURCE OF EPISTEMIC VIOLENCE; 4. THE ELEPHANT IN THE ROOM: Picturebooks, Philosophy for Children and Racism; INTRODUCTION; THE COMMUNITY OF ENQUIRY. |
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CRITICAL RACE THEORY AND CRITICAL WHITENESS STUDIESELMER AND TUSK TUSK; Elmer by David McKee; Tusk Tusk by David McKee; FABLES; READING AGAINST THE TEXT; P4C & WHITENESS; CONCLUSION; ACKNOWLEDGMENTS; NOTES; REFERENCES; 5. MAKING PEACE EDUCATION EVERYONE'S BUSINESS; INTRODUCTION; SISYPHUS'S HABIT AND THE ART OF LEARNING; EPISTEMIC VIOLENCE IN THE CLASSROOM; CONCLUSION; REFERENCES; PART 3: NARRATIVE INQUIRY AS A METHODOLOGY TO EXPLORE LANGUAGE, IDENTITY AND POWER; 6. PHILOSOPHY WITH CHILDREN AS ENABLING COMMUNITY OF MULTI-NARRATIVES; INTRODUCTION; NARRATIVE THEORY. |
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MODELS FOR UNDERSTANDING AND EXAMINING NARRATIVENarrative as a Foundation for the Construction of Personal Identity; Narrative as the Construction of Interpersonal Interaction; Narrative as a Dimension of Form and Content; Narrative as Bestowing Philosophic Meaning; Legitimization of Difference; The Challenge of Enabling Silenced Voices; The Philosophic Community as a Liberating Space: Recognition of the Other and Thou; SUMMARY; REFERENCES; 7. DIVERSITY AND INCLUSION: Realizing the Heteroglossic Potential in Young People's Philosophical Inquiry; INTRODUCTION. |
| Bibliography |
Includes bibliographical references at the end of each chapters. |
| Local Note |
eBooks on EBSCOhost EBSCO eBook Subscription Academic Collection - North America |
| Subject |
Philosophy -- Study and teaching.
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Philosophy -- Study and teaching. |
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Children and philosophy.
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Children and philosophy. |
| Genre/Form |
Electronic books.
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Electronic books.
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| Added Author |
Lin, Ching-Ching.
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Sequeira, Lavina.
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| Other Form: |
Print version: Inclusion, diversity, and intercultural dialogue in young people's philosophical inquiry. Dordrecht : Sense Publishers 2017 9789463510646 (OCoLC)992540217 |
| ISBN |
9789463510653 (electronic book) |
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9463510656 (electronic book) |
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9789463510646 |
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9463510648 |
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9789463510639 |
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