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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
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
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
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
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
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
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
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
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