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000796417 24500 $$aInclusion, diversity, and intercultural dialogue in young people's philosophical inquiry /$$cching-Ching Lin; Lavina Sequeira.
000796417 264_1 $$aDordrecht :$$bSense Publishers$$c2017.
000796417 300__ $$a1 online resource (148 pages)
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000796417 337__ $$acomputer$$bc$$2rdamedia
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000796417 5050_ $$aTABLE 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
000796417 5058_ $$aTHE HERMENEUTICS OF THE STRANGER AND THE "INTERCULTURAL TRANSFORMATION OF PHILOSOPHY"CULTURE AS "SPIRITUAL HYPHENATION" AND THE COSMOPOLITAN COMMUNITY OF PHILOSOPHICAL INQUIRY; BRIDGING THE GAP, 'LOCAL MINDING,' AND "A CERTAIN HUMAN BLINDNESS"; NOTES; REFERENCES; 2. THE TRANSCULTURAL DISCOURSE OF AFFECT IN PHILOSOPHICAL INQUIRY: An Introduction; INTRODUCTION; AFFECT; What Is Affect?; P4C BEYOND LANGUAGE AND CULTURE-AN AFFECTIVE APPROACH; Beyond Language and Culture; P4C and CI-An Affective Approach; CONCLUSION; REFERENCES
000796417 5058_ $$a3. 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
000796417 5058_ $$aCRITICAL RACE THEORY AND CRITICAL WHITENESS STUDIESELMER AND TUSK TUSK; Elmer by David McKee; Tusk Tusk by David McKee; FABLES; READING AGAINST THE TEXT; P4C & WHITENESS; CONCLUSION; ACKNOWLEDGMENTS; NOTES; REFERENCES; 5. MAKING PEACE EDUCATION EVERYONE'S BUSINESS; INTRODUCTION; SISYPHUS'S HABIT AND THE ART OF LEARNING; EPISTEMIC VIOLENCE IN THE CLASSROOM; CONCLUSION; REFERENCES; PART 3: NARRATIVE INQUIRY AS A METHODOLOGY TO EXPLORE LANGUAGE, IDENTITY AND POWER; 6. PHILOSOPHY WITH CHILDREN AS ENABLING COMMUNITY OF MULTI-NARRATIVES; INTRODUCTION; NARRATIVE THEORY
000796417 5058_ $$aMODELS 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
000796417 506__ $$aAccess limited to authorized users.
000796417 5208_ $$aThe 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.
000796417 588__ $$aDescription based on print version record.
000796417 650_0 $$aPhilosophy$$xStudy and teaching.
000796417 650_0 $$aChildren and philosophy.
000796417 7001_ $$aLin, Ching-Ching.
000796417 7001_ $$aSequeira, Lavina.
000796417 77608 $$iPrint version:$$tInclusion, diversity, and intercultural dialogue in young people's philosophical inquiry.$$dDordrecht : Sense Publishers 2017$$z9789463510646$$w(OCoLC)992540217
000796417 852__ $$bebk
000796417 85640 $$3SpringerLink$$uhttps://univsouthin.idm.oclc.org/login?url=http://link.springer.com/10.1007/978-94-6351-065-3$$zOnline Access$$91397441.1
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