Burgh, Gilbert; Thornton, Simone. (2022) Teaching Democracy in an Age of Uncertainty: Place-Responsive Learning. Routledge. 

Autores/as

DOI:

https://doi.org/10.12957/childphilo.2025.90320

Resumen

Reseña de Burgh, Gilbert; Thornton, Simone. (2022) Teaching Democracy in an Age of Uncertainty: Place-Responsive Learning. Routledge. 

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Biografía del autor/a

kei nishiyama, Kaichi International University

Kei’s areas of expertise include democratic theory (deliberative democracy), children and young people’s political participation, democratic education, social movements, and qualitative research. His work has been published academic journals in these research fields.

Citas

Burgh, Gilbert. (2003). Philosophy in schools: Education for democracy or democratic education? Critical & Creative Thinking, 11(2), 18–30.

Burgh, Gilbert, & Thornton, Simone. (2022). Teaching Democracy in an Age of Uncertainty: Place-Responsive Learning. Routledge.

DiAngelo, Robin. (2018). White fragility: Why it’s so hard for white people to talk about racism. Beacon Press.

Fricker, Miranda. (2007). Epistemic injustice: Power and the ethics of knowing. Oxford University Press.

Hookway, Christopher. (2010). Some variety of epistemic injustice: Reflections on Fricker. Episteme, 7(2), 151–163.

Murris, Karin. (2013). The epistemic challenge of hearing child’s voice. Study in Philosophy and Education, 32, 245–259.

Nishiyama, Kei. (2025). Children, democracy and education: A deliberative reconsideration. SUNY Press.

Posey, Kamili. (2021). Centering epistemic injustice: Epistemic labor, willful ignorance, and knowing across hermeneutical divides. Lexington Press.

Descargas

Publicado

2025-03-14

Cómo citar

NISHIYAMA, Kei. Burgh, Gilbert; Thornton, Simone. (2022) Teaching Democracy in an Age of Uncertainty: Place-Responsive Learning. Routledge. . childhood & philosophy, Rio de Janeiro, v. 21, p. 01–09, 2025. DOI: 10.12957/childphilo.2025.90320. Disponível em: https://www.e-publicacoes.uerj.br/childhood/article/view/90320. Acesso em: 1 may. 2025.

Número

Vol. 21 (2025)

Sección

reseñas

Licencia

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