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

Auteurs

DOI :

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

Résumé

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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Biographie de l'auteur

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

Professor of Philosophy

Références

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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Publiée

2024-10-31

Comment citer

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 mai. 2025.

Numéro

Vol. 20 (2024)

Rubrique

reviews

Licence

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