Kizel, Arie (2024). Enabling students’ voices and identities: philosophical inquiry in a time of discord. Rowman & Littlefield.

Authors

DOI:

https://doi.org/10.12957/childphilo.2024.86718

Abstract

The review introduces and analyses the book Enabling students’ voices and identities: philosophical inquiry in a time of discord, by Arie Kizel.

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Author Biography

susan t. gardner, Capilano UniversityThe Vancouver Institute of Philosophy for Children

Professor of Philosophy

References

Freire, Paulo (1970). Pedagogy of the Oppressed. Herder & Herder.

Gregory, Maughn Rollins (2008). Philosophy in Schools: Ideals, Challenges and Opportunities. Critical and Creative Thinking: The Australian Journal of

Philosophy in Education, 16(1), 5–22.

Kizel, Arie (2016). Pedagogy out of Fear of Philosophy as a Way of Pathologizing Children. Journal of Unschooling and Alternative Learning, 10(20), 28–47.

Kizel, Arie (Ed.) (2022). Editor Introduction. In Philosophy with Children and Teacher Education: Global Perspectives on Critical, Creative and Caring Thinking. Routledge.

Manji, Irshad (2019). Don’t Label Me: How to do Diversity Without Inflaming the Culture Wars. St. Martin’s Griffin.

Michaud, Olivier (2020). What Kind of Citizen is Philosophy for Children Educating? What Kind of Citizen Should it be Educating? Philosophical Inquiry in Education, 27(1), 31–45.

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Published

2024-10-31

How to Cite

GARDNER, Susan t. Kizel, Arie (2024). Enabling students’ voices and identities: philosophical inquiry in a time of discord. Rowman & Littlefield. childhood & philosophy, Rio de Janeiro, v. 20, p. 01–06, 2024. DOI: 10.12957/childphilo.2024.86718. Disponível em: https://www.e-publicacoes.uerj.br/childhood/article/view/86718. Acesso em: 1 may. 2025.

Issue

Vol. 20 (2024)

Section

reviews

License

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