Philosophical racism and ubuntu: In dialogue with Mogobe Ramose

Maris, Cees

doi:10.1080/02580136.2020.1809124

Cited by 8 publications

(4 citation statements)

References 36 publications

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“…To conclude, childism challenges the discipline of philosophy. Here, it is a pluralist kinship of childism and decolonialism that challenges the Eurocentric institutionalized perspectives of philosophy, which also earned its so-called developed intellectual status by systematically excluding non-western understandings of philosophies, or by means of philosophical racism (Ramose 1999; Maris 2020). Childism troubles colonial logics, including the adultism its racism is entwined with.…”

Section: Pluralist Kinship With Decoloniality Tanu Biswasmentioning

confidence: 99%

Childism and philosophy: A conceptual co-exploration

Biswas

Wall

Warming

et al. 2023

Policy Futures in Education

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This article is a conceptual co-exploration of the relationship between philosophy and childism. It draws upon a colloquium in December 2021 at the Childism Institute at Rutgers University. Nine co-authors lay out and interweave scholarly imaginations to collectively explore the concept of childism in critical philosophical depth. Through diverse entry points, the co-authors bring a wide range of theoretical perspectives to this task, some engaging the term childism explicitly in their work, others approaching it anew. The result is an extended conversation about the possibilities for deconstructing ingrained historical adultism and reconstructing social norms and structures in response to what is marginalized in the experiences of children. Our own conclusion, having initiated this dialogue, is that we have learned to think about childism with greater plurality, that is, as childisms.

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Section: Pluralist Kinship With Decoloniality Tanu Biswasmentioning

confidence: 99%

Childism and philosophy: A conceptual co-exploration

Biswas

Wall

Warming

et al. 2023

Policy Futures in Education

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“…Western philosophical traditions have contributed to the colonial project. Ramose argues that descriptions of 'human beings' such as 'man is a rational animal' did not apply to non-Europeans (Maris, 2020). Non-European 'others' were seen as lacking rational capacities and consequently branded as sub-humans.…”

Section: The Misopedy Of Philosophical Racismmentioning

confidence: 99%

“…Under such asymmetrical conditions, the non-Western theories could at the most arrive at proving that they too had concepts comparable to their Western counterpart. The Western counterpart assumed an epistemologically superior position and projected itself as holding absolute, developed concepts as in aforementioned instances of philosophical racism in defining ‘philosophy’ and ‘logic’ (e.g., Gokhale, 2012; Mohanty, 1985; Maris, 2020). Postcolonial, decolonial and Western-critical insights have offered a pertinent observation that Western notions of ‘childhood’ were central to a colonial self-understanding (e.g., Nieuwenhuys, 2013; De Castro, 2020; Malone et al, 2020).…”

Section: Two Philosophical Keystones For Global Childhood Studiesmentioning

confidence: 99%

What takes ‘us’ so long? The philosophical poverty of childhood studies and education

Biswas

2022

Childhood

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My argument addresses a significant history of philosophical racism–a term borrowed from Mogobe Ramose. The argument is: philosophical racism makes the racist philosophically poor, too. I propose that two philosophical keystones, i.e., ontological simultaneity and mutual causation need to be further developed by engaging non-Western contributions. I conclude by emphasising that childhood studies could level the playing field by paying attention to the intersections of racism and adultism. In turn contribute to inseparable fields like the philosophy of education.

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“…Western philosophy has also been problematized as a racist and Eurocentric string of philosophy which has earned its claimed intellectual status by the systematic exclusion of non-western understandings of philosophies (Maris, 2020;Ramose, 1999). Great Western philosophers such as Aristotle, Locke, Kant, Hume and Hegel are some of those, as Ramose puts it 'who made no small contribution to […] philosophical racism' (Ramose, 1999, p. 15).…”

Section: Western Philosophical Frameworkmentioning

confidence: 99%

Towards a childist theory of democratic dannelse: An argument for the radical potential of more age-inclusive scholarly imagination

Hedegaard

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This dissertation uses the case of the Danish state school to study the democratic aspect of education – in Danish referred to as ‘demokratisk dannelse’. Drawing on a poststructuralist framework and the concept of childism, the dissertation draws attention to how a historically ingrained deficit-perception of the child underlies democratic dannelse in both theory and practice. This is fundamentally a marginalizing and colonizing starting point in that it involves the claim that the child cannot speak as a political subject before it has learned to speak in the ‘right’ (presumed democratic) way. The dissertation draws together two different types of analysis (one focused on discourse, the other on practices in schools) through multiple conceptual lenses and discusses how the lens of childism can potentially widen the epistemological space through which the democratic aspect of education can be understood. Rather than focusing on ‘preparing’ children and young people for (future) democratic life, childism allows for concepts like ‘voice’, ‘participation’, ‘rights’, ‘politics’ and ‘democracy’ etc. to be reimagined in more age-inclusive ways. From a childist perspective, the democratic task of education becomes that of supporting and responding to the student as the political subject it already is. This, the dissertation argues, has a radical and far more democratic potential.

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Philosophical racism and ubuntu: In dialogue with Mogobe Ramose

Abstract: Ubuntu plays an important role in post-apartheid South Africa. The term was used in the interim Constitution (1993) in order to anchor the policy of reconciliation in pre-colonial African traditions, and has since gained a prominent place in jurisprudence.

Cited by 8 publications

References 36 publications

Childism and philosophy: A conceptual co-exploration

Childism and philosophy: A conceptual co-exploration

What takes ‘us’ so long? The philosophical poverty of childhood studies and education

Towards a childist theory of democratic dannelse: An argument for the radical potential of more age-inclusive scholarly imagination

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