Vol. 20 (2024)

View Vol. 20 (2024)
Published: 2024-01-31

dossier: "confronting adultcentrism in educational philosophies and institutions"

  • can school become a non-adultist institution?

    manfred liebel, philip meade
    01-34
    DOI: https://doi.org/10.12957/childphilo.2024.81338

  • coloniality and early childhood education: a critical analysis of pedagogical practices in an institution in a peripheral Brazilian context

    otavio henrique ferreira da silva
    01-28
    DOI: https://doi.org/10.12957/childphilo.2024.82143

  • ejercer, ejercitar y reparar: filosofía con infancias como práctica extramuros, como derecho, como ejercicio espiritual, como crítica al adultocentrismo y al androcentrismo

    martina elida victoria
    01-29
    DOI: https://doi.org/10.12957/childphilo.2024.82053

  • the place of babies in confronting adult-centrism: possibilities based on cartography and the philosophy of difference

    vanessa vanin chaves, vinicius bertoncini vicenzi
    01-14
    DOI: https://doi.org/10.12957/childphilo.2024.81050

  • who’s tired of michel foucault? thinking about the intersection of childism and decoloniality through a foucauldian lens

    Ela Roland, serena iacobino
    01-34
    DOI: https://doi.org/10.12957/childphilo.2024.81123

  • “with my love”: the colonial legacy of racialized pedophilic pornography in the atlantic world

    stacey patton
    01-37
    DOI: https://doi.org/10.12957/childphilo.2024.81736

  • breaking boundaries: children activist as epistemic agents within contours of epistemic marginalisation

    pedro hernando maldonado castañeda
    01-22
    DOI: https://doi.org/10.12957/childphilo.2024.80549

  • childism and minority cultures in school

    itay snir
    01-20
    DOI: https://doi.org/10.12957/childphilo.2024.81824

  • the postmodern turn in childhood studies and its pedagogical implications

    yao luo
    DOI: https://doi.org/10.12957/childphilo.2024.82031

articles

  • affect and philosophical inquiry with children

    arthur wolf
    01-25
    DOI: https://doi.org/10.12957/childphilo.2024.79302

  • “educating children for wisdom”: reflecting on the philosophy for children community of inquiry approach through plato’s allegory of the cave

    cathlyne abarejo
    01-28
    DOI: https://doi.org/10.12957/childphilo.2024.79414

  • philosophy for children: ethical-political seed of a peace culture

    carlos fernando velasco moreno
    01-39
    DOI: https://doi.org/10.12957/childphilo.2024.78888

  • damn curricular invasions!

    steferson zanoni roseiro, nahun thiaghor lippaus pires gonçalves, tania mara zanotti guerra frizzera delboni
    DOI: https://doi.org/10.12957/childphilo.2024.79312

  • infant inquiry: discordances between the explicative order and the affirmation of life

    leonardo javier visaguirre, maría milena quiroz
    01-19
    DOI: https://doi.org/10.12957/childphilo.2024.78801

  • childhoods, sexualities and the school in times of neoconservatism and post-fascism

    tassio acosta, silvio gallo
    01-22
    DOI: https://doi.org/10.12957/childphilo.2024.79258

  • looking a trojan horse in the mouth: problematizing philosophy for/with children's hope for social reform through the history of race and education in the us

    jonathan wurtz
    01-27
    DOI: https://doi.org/10.12957/childphilo.2024.80069

  • interrogations to the schooling materialities and pedagogical-political goals born in the practice of philosophizing with children

    carmina shapiro
    01-27
    DOI: https://doi.org/10.12957/childphilo.2024.80321

  • conceptualizing critical thinking pedagogy in teacher education

    désireé eva moodley, rajendra chetty
    01-23
    DOI: https://doi.org/10.12957/childphilo.2024.81799

  • writing and orality at school as a power in human education: conversations between kopenawa, sêneca and philosophy with children

    betina schuler, maria alice gouvêa campesato
    01-23
    DOI: https://doi.org/10.12957/childphilo.2024.82414

  • ichildhood, cyber identity and school: from including technology to bringing them to the table

    daniel brailovsky, angela maría menchón
    01-24
    DOI: https://doi.org/10.12957/childphilo.2024.83958

  • measuring the quality of philosophical dialogue: a high-inference rating instrument for research and teacher education

    deborah bernhard, dominik helbling
    01-31
    DOI: https://doi.org/10.12957/childphilo.2024.80392

  • early childhood education curriculums and the problem of participation

    sammy william lopes, janete magalhães carvalho
    01-20
    DOI: https://doi.org/10.12957/childphilo.2024.83325

Interviews

  • "the anthropology of childhood is here to stay": interview with david lancy

    david lancy, chantal medaets, gabriela tebet, flávia pires
    01-20
    DOI: https://doi.org/10.12957/childphilo.2024.82578

researches / experiences

  • the disinterested school: poetry as a path to emancipation and transformation in public schools

    maria onete lopes ferreira
    01-21
    DOI: https://doi.org/10.12957/childphilo.2024.75501

  • creating clouds with teachers and students during the pandemic

    luciano bedin da costa, tatiele mesquita corrêa
    DOI: https://doi.org/10.12957/childphilo.2024.83771

reviews