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Inclusion, diversity, and intercultu...

Lin, Ching-Ching.

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Inclusion, diversity, and intercultural dialogue in young people's philosophical inquiry

Record Type:	Electronic resources : Monograph/item
Title/Author:	Inclusion, diversity, and intercultural dialogue in young people's philosophical inquiry/ edited by Ching-Ching Lin, Lavina Sequeira.
other author:	Lin, Ching-Ching.
Published:	Rotterdam :SensePublishers : : 2017.,
Description:	xxi, 125 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
Subject:	Children and philosophy. -
Online resource:	http://dx.doi.org/10.1007/978-94-6351-065-3
ISBN:	9789463510653

Inclusion, diversity, and intercultural dialogue in young people's philosophical inquiry
Inclusion, diversity, and intercultural dialogue in young people's philosophical inquiry[electronic resource] /edited by Ching-Ching Lin, Lavina Sequeira. - Rotterdam :SensePublishers :2017. - xxi, 125 p. :ill., digital ;24 cm.

The ever-shifting cultural and linguistic landscapes in contemporary societies create new urgency for an intersectional thematic study of diversity, philosophy, and education. As educators, how do we transform the vision of cultural and linguistic diversity into a wealth of resources for learning? How do we actively engage cultural and linguistic diversities in philosophical inquiry with young people? How do we translate the philosophical notion of cultural and linguistic diversity into pedagogical practices? The chapters in this book respond to the task of teaching philosophy in the context of increased mobility in the new global reality. By complicating the situated and fluid nature of contemporary classrooms, this book challenges the normalizing tendency often associated with philosophy education. Each chapter offers a unique perspective in understanding the profound embeddedness of philosophy education in broader sociocultural contexts and prioritizes diversity in the classroom community of inquiry. By carefully incorporating a broad range of theoretical perspectives and empirical research, this book provides a rich resource for school teachers and educators who wish to engage diverse learners in philosophical inquiry. In doing so, it reaffirms the value of philosophy education as a proactive approach to democratic education.

ISBN: 9789463510653

Standard No.: 10.1007/978-94-6351-065-3doiSubjects--Topical Terms:

930401
Children and philosophy.

LC Class. No.: B52 / .I52 2017

Dewey Class. No.: 107.1

Inclusion, diversity, and intercultural dialogue in young people's philosophical inquiry
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245 0 0 $a Inclusion, diversity, and intercultural dialogue in young people's philosophical inquiry $h [electronic resource] / $c edited by Ching-Ching Lin, Lavina Sequeira.
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300 $a xxi, 125 p. : $b ill., digital ; $c 24 cm.
520 $a The ever-shifting cultural and linguistic landscapes in contemporary societies create new urgency for an intersectional thematic study of diversity, philosophy, and education. As educators, how do we transform the vision of cultural and linguistic diversity into a wealth of resources for learning? How do we actively engage cultural and linguistic diversities in philosophical inquiry with young people? How do we translate the philosophical notion of cultural and linguistic diversity into pedagogical practices? The chapters in this book respond to the task of teaching philosophy in the context of increased mobility in the new global reality. By complicating the situated and fluid nature of contemporary classrooms, this book challenges the normalizing tendency often associated with philosophy education. Each chapter offers a unique perspective in understanding the profound embeddedness of philosophy education in broader sociocultural contexts and prioritizes diversity in the classroom community of inquiry. By carefully incorporating a broad range of theoretical perspectives and empirical research, this book provides a rich resource for school teachers and educators who wish to engage diverse learners in philosophical inquiry. In doing so, it reaffirms the value of philosophy education as a proactive approach to democratic education.
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