from laboratory to praxis: communities of philosophical inquiry as a model of (and for) social activism

Kizel, Arie

doi:10.12957/childphilo.2016.25868

Cited by 8 publications

(16 citation statements)

References 6 publications

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“…P4C is commonly viewed as an example of democracy in action (Anderson, 2016;Burgh & Yorshansky, 2011;Kizel, 2016;Lipman, 2003), or even as an approach that can help to achieve particular political and social outcomes (Burgh & Yorshansky, 2011;Kizel, 2016;. Underpinning this view is a vision of education as enabling and empowering children to conduct their lives in a thoughtful manner (Burgh & Yorshansky, 2011).…”

Section: Democracy In Actionmentioning

confidence: 99%

“…As a consequence, this can lead to learning environments that celebrate pupilvoice and democratic practices, are meaningful and engaging for those involved and where pupil-talk rather than teacher-talk predominates (Burgh & Yorshansky, 2011;Kizel, 2016;Lipman, 2003;Pardales & Girod, 2006). As Kizel (2016:499) states, the CoE offers a 'physical and metaphorical space in which to listen, speak, or remain silent, thereby enabling children to experience what happens when they make choices and decisions, however difficult or complex.'…”

Section: Democracy In Actionmentioning

confidence: 99%

“…One of the powerful characteristics of the CoE is the space it affords children and young people to negotiate, construct and co-construct their world views, often influenced by hearing other points of view in the community (Kizel, 2016;Sharp, 1987). In what is often perceived to be a safe space, enquirers feel enabled to try out new ideas, experiment with different perspectives, and, as their critical thinking skills develop, recognise that their initial thoughts might not in fact be the most reasonable, which can be enlightening for the community (Kizel, 2016;Sharp, 1987). Sharp (1987:40) remarks; 'when this happens, […] our entire paradigm of knowledge is changed, and we begin to see things in a totally different way.'…”

Section: Co-construction Of Knowledge In the Classroommentioning

confidence: 99%

Section: Social Justicementioning

confidence: 99%

“…An underlying principle of P4C is its coherence with a rights respecting pedagogy, and its potential for engaging with issues around social justice in the community (Kizel, 2016;Lipman, Sharp, & Oscanyan, 2010;UNICEF, 2012). Kizel (2016) proposes that the CoE engages in a critical examination of society and seeks to change it. In essence, he suggests, Lipman's central idea was that the community could impact on two circles of influence; 'the present time, in the shape of the philosophical community of inquiry that allows activist skills to be honed, and a social space that extends into the future as a forum for applying principles and bettering society' (Kizel, 2016:497).…”

Section: Social Justicementioning

confidence: 99%

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encouraging the teacher-agent: resisting the neo-liberal culture in initial teacher education

Love

2019

childphilo

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Influenced by Sachs’ (2001) ‘activist identity’ I propose that pre-service teacher education or initial teacher education (ITE), as I will refer to it, could, and indeed should, encourage a new form of teacher; the ‘teacher-agent.’ This teacher-agent would be aware of the pressures and dictates of the neo-liberal educational culture and its ensuing performative discourse, and choose to resist it, in favour of a more holistic view of education. This view of education encourages inclusive, creative and democratic forms of education concerned with encouraging a social conscience in children and young people, as well as seeing education as concerned with the whole child. These more holistic approaches to education could include pedagogical approaches such as Philosophy for Children (P4C), Rights’ Respecting Education and Slow Pedagogy, which can not only provide a more balanced understanding and deeper experience of education for both teachers and pupils, but can also help teachers to resist the debilitating impact of the neo-liberal performative discourse, potentially also thus impacting on their wellbeing and ability to retain their integrity as professionals. This may also have the potential to halt the rapid exodus of new teachers from the profession. It is my contention, that engaging with pedagogies such as P4C in this new iteration of ITE could help not only to encourage the Student Teacher-Agent, but also, as a consequence, develop the Citizen-Agent in the children they are teaching. In this paper I consider four key areas where I propose P4C could play a role in this alternative model of Initial Teacher Education; Democracy in action, the teacher as Teacher-Facilitator, a space for co-construction of knowledge, and encouraging Social Justice.

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