can the center speak for the subaltern?

moving across the borders to decolonize philosophy for children (p4c)

Autores/as

DOI:

https://doi.org/10.12957/childphilo.2026.94251

Palabras clave:

fpn, poscolonialidad subalterna, decolonización, pedagogía de frontera

Resumen

Este artículo ofrece una crítica poscolonial de Filosofía para Niños (FPN), argumentando que, a pesar de sus aspiraciones democráticas, el programa corre el riesgo de reproducir la violencia epistémica y las jerarquías coloniales en contextos raciales, coloniales e indígenas. Basándose en ¿Puede hablar el subalterno? de Gayatri Chakravorty Spivak, examina cómo los fundamentos universalistas y eurocéntricos de la FPN silencian estructuralmente las voces subalternas al privilegiar las normas de la filosofía analítica angloamericana y marginar las epistemologías alternativas. El concepto de "violencia epistémica" de Spivak muestra que incluso los intentos bienintencionados de inclusión pueden reforzar la invisibilidad de los subalternos cuando su discurso permanece ininteligible dentro de los sistemas de conocimiento dominantes. En respuesta a la imposibilidad que Spivak identifica, que cierra la posibilidad de un discurso subalterno auténtico, abordo el concepto de "pedagogía fronteriza" de Henry Giroux para explorar maneras de descolonizar la FpN. Giroux reimagina los espacios educativos como espacios de negociación crítica donde convergen los sistemas de conocimiento dominantes y subalternos, fomentando prácticas transfronterizas que cuestionan las reivindicaciones de neutralidad epistémica. La pedagogía fronteriza promueve la indagación contextualizada y pluralista que valora los modos de razonamiento oral, narrativo y afectivo, junto con las tradiciones canónicas. El artículo propone consideraciones y estrategias para implementar una praxis descolonial de FpN, incluyendo el uso de la escucha etnográfica, la integración (e interrogación) de la cultura popular y los sistemas de conocimiento indígenas. Al sintetizar la crítica diagnóstica de Spivak con las consideraciones prácticas de Giroux, este artículo busca reposicionar la FpN como un espacio potencial para la justicia epistémica, el diálogo pluralista y la educación transformadora, responsable ante la historia, la diferencia y el poder.

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Biografía del autor/a

soudabeh shokrollahzadeh, allameh tabataba’i university, school of psychology and educational science, department of childhood education

Soudabeh Shokrollahzadeh is a faculty member in the Department of Childhood Education at Allameh Tabataba’i University in Tehran. She earned her PhD in Philosophy of Education from Shiraz University, where she also completed her master’s degree and a bachelor’s degree in English Language and Literature. Her research interests encompass a diverse range of topics within children’s literature, philosophy for children, and education. She explores children’s responses to picturebooks; Young adult novel, dialogic pedagogy, particularly through the lens of Bakhtin, and the intersections of children’s literature and philosophy. Additionally, she focuses on the evolving perspectives on children’s literature within the educational program of Philosophy for Children (P4C). Soudabeh has published articles in various academic journals and contributed chapters to works like The Philosophical Power of Fairy Tales from Around the World published by Palgrave Macmillan and The Routledge Companion to International Children’s Literature. Her conference presentations address topics, including the application of Bakhtin’s theory to bilingual storytelling, the importance of citizenship rights in education, fender ideologies in Iranian folktales and Iranian nonsense poetry. Through her body of work and scholarly endeavors, she seeks to promote the importance of children’s literature as a vital component of educational and literary studies, advocating for a dialogical approach that enhances young children’s understanding and engagement with literature and philosophy.

Citas

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Publicado

2026-01-26

Número

Vol. 22 (2026)

Sección

dossier: "racismo, colonialismo y filosofía para/con niñas y niños: praxis en contextos no ideales."

Licencia

Derechos de autor 2026 soudabeh shokrollahzadeh

Creative Commons License

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