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 (...) cela imposerait aux instructeurs de philosophie de faire face à cette souffrance, nous avons de bonnes raisons d’inclure du contenu non-occidental dans nos cours d’introduction, où il est susceptible d’avoir le plus grand impact. (shrink)

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 (...) of political and social movements. In the first section, I argue that there is a direct relationship between the manner in which dominant social groups , especially ruling classes in societies stratified along class lines, accumulate social power in a given society and the manner in which the conceptual tools that are available for the interpretation of social reality make it difficult for members of oppressed social groups to interpret social reality in a way that accords with their interests, either because the adequate conceptual tools are not part of the conceptual repertoire of their society, or because they do not have access to them due to their material conditions (grinding poverty, illiteracy, etc.). I argue that the revolutionary pedagogue must be aware of this structural problem. In the second section, I draw on the methods of participatory action research in an attempt to specify what the revolutionary pedagogue must be like as a listener in order to compensate for the existence of this deficiency in adequate conceptual tools for the analysis of social reality and the identification of objective social interests on the part of members of oppressed social groups. In other words, I specify the qualities that revolutionary pedagogues must possess as listeners in order to fulfill their task. In the third and concluding section, I argue that in order to compensate for the structural problem that I identify in the first section, pedagogues must be willing to identify with the members of the oppressed groups that they are attempting to teach (in a dialogical manner). They must be willing to commit what Amilcar Cabral called class suicide and its analogues in relation to other forms of oppression (Cabral 1979a, 126). (shrink)

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 (...) addresses the chapter's themes in three broad categories. In the first category are five of the women contributors and two of the men, who all write with a focus on the overlooked contributions of African women. Their goal is to encourage appreciation for the contributions already made by women scholars, or to emphasize women's prominent role in society. A second category includes all men, and in these five articles the issue of women's marginalization in African philosophy departments is the central topic. The men bemoan the lack of participation of more women in the field and they speculate as to the cause of their absence. A third, smaller category includes two articles that address current specific situations of women's suffering in Africa, that is, widowhood and rape victims. The book holds out hope that if changes take place, women will feel more comfortable and appreciated in the profession of philosophy. (shrink)