dwelling with middle schoolers on race and racism in us history
DOI:
https://doi.org/10.12957/childphilo.2026.94636Palabras clave:
comunidades de investigación, raza y racismo, enseñanza de la historiaResumen
En un artículo de 2018, Darren Chetty llama la atención sobre un grave problema en el ámbito de la Filosofía para/con Niños (P4/WC). Enmarcado como un sistema cerrado, Chetty cuestiona el papel de la razonabilidad en la creación y el funcionamiento de la comunidad de investigación. Una comunidad de investigación basada en una concepción ahistórica de la razonabilidad no solo limita lo que se puede decir, sino también quién puede decir qué. Chetty concluye su crítica haciendo un llamamiento a los profesionales de la P4C para que descentren la razonabilidad y vuelvan a centrar las perspectivas históricas con el fin de cuestionar el sentido común racializado en la comunidad de investigación. Me motiva el llamamiento de Chetty a centrar las perspectivas históricas en la comunidad de investigación y a renunciar al compromiso tradicional con la razonabilidad en la deliberación dialógica. Este artículo describe cómo abordé la facilitación de conversaciones filosóficas con alumnos de secundaria sobre cuestiones de raza y racismo en la historia de Estados Unidos (EE. UU.): inspirándome en cómo Chetty y Abigail Bentley llevaron a cabo conversaciones filosóficas sobre raza y racismo, enmarco mi enfoque pedagógico como «morada». Al igual que Chetty y Bentley, facilité conversaciones filosóficas sobre raza y racismo sentados en semicírculo, promoviendo el debate a través de la interacción con estímulos compartidos. A diferencia de Chetty y Bentley, que reclutaron a participantes adultos de su campus, llevé a cabo estas conversaciones con estudiantes de secundaria.
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Derechos de autor 2026 max jacobs
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