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  1. Listening.Zeyad El Nabolsy - 2019 - In Derek Ford (ed.), Keywords in Radical Philosophy and Education: Common Concepts for Contemporary Movements. Boston: Brill. pp. 255-270.
    In this chapter I focus on listening as a potentially revolutionary pedagogical activity. I argue that listening should not be understood as an essentially passive state, and focus on pedagogical situations where the educator can be misled by prejudices regarding the abilities, or lack thereof, of the individuals that the educator is interacting with in a pedagogical context. While the claims which I argue for apply to pedagogues in formal classrooms, I will be mostly concerned with pedagogy in the context (...)
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  • African Philosophy and the Epistemic Marginalization of Women Jonathan O. Chimakonam and Louise du Toit (Eds.). London and New York: Routledge/ Taylor and Francis, 2018. ISBN 9780815359647. [REVIEW]Gail Presbey - 2021 - Hypatia 36 (e4):1-9.
    This book addresses the relative absence of the voices and ideas of African women in philosophy. Most of the authors (who are mostly African men) bemoan the fact that many voices are missing. Each contributes what they can to highlight the importance of the gap or to address the gap. The co-editors suggest that from its start, African philosophy intended to be egalitarian, emancipatory, and revolutionary, and so the current marginalization of African women should be a prominent concern. The review (...)
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  • The Dimensions of Diversity: Teaching Non-Western Works in Introductory Philosophy Courses.Megan Mitchell - 2018 - Dialogue 57 (2):383-408.
    L’effort récent pour diversifier les cours de philosophie est souvent motivé par le désir d’inclure les étudiants sous-représentés. Bien que l’incorporation de la philosophie non-occidentale permettrait d’atteindre une plus grande diversité, il ne semble y avoir aucune raison particulière de choisir des traditions non-occidentales à cette fin. Je soutiens que cette apparence est trompeuse. Les données suggèrent qu’une absence de contenu non-occidental dans le programme d’études provoque l’aliénation de certains de nos étudiants de couleur. Étant donné le fardeau minimal que (...)
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  • Teaching ancient African philosophy.Ademola Kazeem Fayemi - 2019 - South African Journal of Philosophy 38 (3):245-262.
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  • Using the Concepts of Hermeneutical Injustice and Ideology to Explain the Stability of Ancient Egypt During the Middle Kingdom.Zeyad El Nabolsy - 2020 - Journal of Historical Sociology 2020:1-26.
    This paper argues that the relative stability of ancient Egyptian society during the Middle Kingdom (c.2055 – 1650 BC) can in part be explained by referring to the phenomenon of hermeneutical injustice, i.e., the manner in which imbalances in socio‐economic power are causally correlated with imbalances in the conceptual scheme through which people attempt to interpret their social reality and assert their interests in light of their interpretations. The court literature of the Middle Kingdom is analyzed using the concepts of (...)
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