Enabling identity as an ethical tension in a community of philosophical inquiry with children and young adults

Kizel, Arie

doi:10.1177/2043610619846335

Cited by 3 publications

(7 citation statements)

References 14 publications

(7 reference statements)

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“…In every encounter-even between children-silenced voices are thus present in the room, circle, or community, whose owners feel incapable of making themselves heard in a way they can call their own (Kizel, 2019). As Ndofirepi and Cross observe:…”

Section: The Facilitator As Enabler In Power Games and Multi-narratives Environmentmentioning

confidence: 99%

the facilitator as liberator and enabler: ethical responsibility in communities of philosophical inquiry

Kizel

2021

childphilo

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From its inception, philosophy for/with children (P4wC) has sought to promote philosophical discussion with children based on the latter’s own questions and a pedagogic method designed to encourage critical, creative, and caring thinking. Communities of inquiry can be plagued by power struggles prompted by diverse identities, however. These not always being highlighted in the literature or P4wC discourse, this article proposes a two-stage model for facilitators as part of their ethical responsibility. In the first phase, they should free themselves from assumptions and closed-mindedness. They should liberate themselves from pedagogy of fear and “banking education” in order to act freely in an educational space characterized by improvisation that cultivates participation of the children. Here, the text is based on normalizing education principles, counter-education and diasporic-education approaches in order to ensure openness and inclusiveness. In the second, they should embrace enabling-identity views and practices in order to make the community of inquiry as identity-broad and -rich as possible, recognizing and legitimizing the participants’ differences. Here, the text is based on principles such as recognizing power games as part of the community, ensuring multi-narratives human environment and enabling epistemic justice in order to ensure perspectival multiplicity, multiple identities, and the legitimization of difference characterized by pedagogy of search.

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Section: The Facilitator As Enabler In Power Games and Multi-narratives Environmentmentioning

confidence: 99%

the facilitator as liberator and enabler: ethical responsibility in communities of philosophical inquiry

Kizel

2021

childphilo

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“…Personal narratives are deeply intertwined with the grand institutional narratives that shape Childhood Studies and current research with children. New approaches to critical and philosophical reflexivity in practice (see -Larkins, 2016-Larkins, , 2019Kizel, 2019, Warin, 2012 are starting to address this. Yet, this is not just about becoming more reflexive and critical about social roles, identities and practice.…”

Section: Childhood Research and The Story 'I'mentioning

confidence: 99%

“…For one to get free of oneself ’ requires a transcendence of thought, via a shift into the primordial ‘I’ of experience. Contemporary practices that rely on philosophical process (see Kizel, 2019) use a ‘ philosophy-with-children’ (Kizel, 2019: 146) approach to ‘ promote broad critical thinking skills in its young practitioners ’ (Kizel, 2019: 146). Philosophy-with-children has enormous value in its embodying of philosophy in everyday life, enabling children to discuss ‘issues of enormous metaphysical importance’ (Kizel, 2019: 146).…”

Section: Shifting From First To Second Attention Epistemologymentioning

confidence: 99%

“…The 'new' sociology of childhood sees interdisciplinary approaches to the study of and research with, children (see -Holloway & Valentine 2000;Larkin, 2016;Mayall, 2002;Mereweather, 2013;Morrow, 2008). Recent compelling theoretical and ontological contributions to the study of childhood can be seen in both critical realist interpretations (see -Larkins, 2016-Larkins, , 2019Kizel, 2019), adding 'theoretical reinforcement...on relatively enduring patterns of disadvantage and potential powers' (Larkins, 2019, p1); and new materialist explanations (see Barad, 2007;Delueze & Guittari, 1987: Connolly, 2013 that seek to explain relations between individuals, objects and non-human forces. Historically, 'children in Western societies have been seen as objects of concern rather than as persons with voice' (Lewis, 2010, p 14).…”

mentioning

confidence: 99%

“…The ‘new’ sociology of childhood sees interdisciplinary approaches to the study of and research with, children (see – Holloway and Valentine, 2000; Larkins, 2016; Mayall, 2002; Morrow, 2008). Recent compelling theoretical and ontological contributions to the study of childhood can be seen in both critical realist interpretations (see, Larkins, 2016, 2019; Kizel, 2019), adding ‘ theoretical reinforcement . .…”

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confidence: 99%

See 2 more Smart Citations

Who am ‘I’: Reauthoring self, stories and subjectivity in research with children

Thomas

2020

Global Studies of Childhood

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The ‘new’ sociology of childhood sees an emergence of interdisciplinary approaches to understanding self, experience and subjectivity of children. As debates frame research with children, concerned with ‘ethics’ and ‘agency’, what is meant by the ‘subject’ of experience is given little attention. In this article, I ask whether narratives are a true representation of ‘self’; who is the ‘experiencer’ that stories refer to and what are the implications for claiming subjectivity through narrative structures? I suggest that ‘experience’ is an irreducible quality of reality that transcends personal self, and that a core subjectivity serves as the dative of experience, ‘ as natures sole ontological primitive. Understanding self, experience and subjectivity in line with an “Analytical Idealism”’, offers fresh insight into current sociological debates in Childhood Studies.

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Discourses of Educational Rights in Philosophy for Children: On the Theoretical and Practical Merits of Philosophical Education for Children

Andal¹

2020

AVANT

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This article aims to put into dialogue Philosophy for Children (P4C) and education rights. Whereas rights have robust conceptualizations and have been the topic of many scholarly discussions, scholarship on P4C still has a lot to unpack for a more expansive understanding, especially when scaled up to the level of rights. This work asks whether or not the rhetoric of "rights" can be used to discuss if P4C has a rightful place to be a mandatory part of school curriculum. Thus the article explores how P4C is positioned between children education and rights discourses. The range of views on P4C is broad enough to prevent the concentration of discursive power in a single source or authority in terms of scale of discussion. P4C is therefore subject to both scrutiny and praise in the same way that other human rights ideologies have been. In conclusion, this work hopes to speak and contribute to the literature on P4C by problematizing children's discursive positions as learners and citizens with rights.

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Enabling identity as an ethical tension in a community of philosophical inquiry with children and young adults

Cited by 3 publications

References 14 publications

the facilitator as liberator and enabler: ethical responsibility in communities of philosophical inquiry

the facilitator as liberator and enabler: ethical responsibility in communities of philosophical inquiry

Who am ‘I’: Reauthoring self, stories and subjectivity in research with children

Discourses of Educational Rights in Philosophy for Children: On the Theoretical and Practical Merits of Philosophical Education for Children

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