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

Autori

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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Biografia autore

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

Professor of Philosophy

Riferimenti bibliografici

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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Pubblicato

2024-10-31

Come citare

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 mag. 2025.

Fascicolo

V. 20 (2024)

Sezione

reviews

Licenza

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