racismo, infancia y aporía

Abstract

Considering racism as an object of knowledge and reflection generally stems from the need to argue for or against this phenomenon; however, approaching it from the perspective of Philosophy for Children involves assuming an intellectual heritage that requires addressing this issue from a higher and more demanding starting point. Researchers such as Jonathan Wurtz, Darren Chetty, Melissa Fitzpatrick, and Amy Reed-Sandoval have created a space for study and reflection that shifts attention to problems on another level, challenging scholars and practitioners of early philosophy education to raise their gaze beyond the well-founded rejection of any idea or action of a racist nature. This discussion area generates a different and exciting starting point, which encourages work on the web of epistemological, ethical, and pedagogical issues involved in the problems and challenges of doing philosophy for/with children in a world of institutionalized racism. That is why this article discusses how vulnerable the Community of Philosophical Inquiry can be in the face of the epistemological power that racism has achieved, and how the philosophical and pedagogical resources that Socratic dialogue can provide can help to exacerbate the problem of racism. Finally, the philosophical and pedagogical importance of aporia is highlighted as a tool capable of undermining the paradigmatic force of White Ignorance. This is within the framework of Sustainable Development Goals related to the need to reduce inequalities and build more just and inclusive societies.