This is a textbook for teachers that demonstrates how philosophical thinking can be used in teaching children.

In this essay I aim to broaden this discussion of positionality in Philosophy for Children in order to explore the ways that sociopolitical and philosophical context can impact the sorts of questions and discussions generated by children in P4C programs. In particular, I show how the context of Oaxaca City shapes the philosophical contributions of the children of the Oaxaca Philosophy for Children Initiative—in a way that often challenges western philosophical frameworks. I use the narrative of the Oaxaca Philosophy for (...) Children Initiative to argue for a "place-based P4C" in which the instructor often learns far more philosophy than she teaches. (shrink)

In this article, I propose to integrate indigenous knowledges in the Philosophy for/with Children theory and practice. I make the claim that it is possible to treat indigenous knowledges, not only as topics for philosophical dialogues with children but as presuppositions of the philosophical activity itself within the Community of Inquiry. Such integration is important for at least three (3) reasons: First, recognizing indigenous ways of thinking and seeing the world informs us of other non-dominant forms of knowledges, methods to (...) produce knowledge and criteria to determine knowledge. Second, the dominance of western standards of producing and determining knowledge, especially in non-western societies, needs to be reduced, balanced and informed by local knowledges and experiences. And third, indigenous knowledges reinforce a culturally responsive P4wC that responds to the challenges arising in multicultural and ethnically diverse classrooms. There are two (2) possible intersections where such integration may take place, namely: a) Epistemology, where I claim that the integration of a “presentational epistemology” immanent in indigenous patterns of thinking provides a counterweight to Lipman’s strong adherence to analytic-representational epistemology, and b) Pedagogy, which takes shape in an “indigenized” Community of Inquiry that highlights the values of interconnectedness, situatedness and relationality. (shrink)

Being a member of a minority group makes it harder to succeed in academic philosophy. Research suggests that students from underrepresented groups have a hard time in academic philosophy and often drop out instead of pursuing a career in philosophy, despite having the potential to become excellent philosophers. In this paper, I will argue that there is a specific way of thinking about traditional conceptual analysis within analytic philosophy that marginalizes underrepresented groups. This has to do with what kinds of (...) analyses we philosophers think are worthy of conducting and with who we think are worthy of pursuing such analyses. I will then show why this is particularly worrisome for the profession of philosophy as an institution geared towards the love of knowledge and argue that it should be in our interest as philosophers to find ways to prevent this marginalization of underrepresented groups. Finally, I will provide an example of how to do philosophy differently that does not exclude members of underrepresented groups and suggest ways in which the teaching of analytic philosophy can directly counter the discriminatory practices of academic philosophy. (shrink)

The Wiley Blackwell Encyclopedia of Gender and Sexuality Studies provides an invaluable resource for students and scholars in the overlapping areas of gender, feminist, queer, masculinity, and sexuality studies; and acknowledges the growing interdisciplinary impact of these fields. Edited by a first rate team of geographically diverse scholars drawn from disciplines across the social sciences and humanities with international reputations in the field Entries are written in an approachable and accessible manner and include a short bibliography and a list of (...) cross-references Unique in its interdisciplinary approach across allied social sciences including sociology, anthropology, cultural studies, economics, literary studies, politics, history, and psychology as well as the fields of women’s, gender and sexuality studies Attention paid to the identification and inclusion of feminist activism, regional and national diversity, international context, social policy, economics, non-governmental organizations and key term 5 Volumes www.genderandsexualityencyclopedia.com. (shrink)

This text demonstrates how fieldworkers perfect their art within the complexities of technique, ethical and personal dilemmas, understanding and reward. The rigorous intellectual processes needed to generate successful fieldwork are made clear.