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Diversity and Inclusion

Realizing the Heteroglossic Potential in Young People’s Philosophical Inquiry

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Book cover Inclusion, Diversity, and Intercultural Dialogue in Young People’s Philosophical Inquiry

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Abstract

For many, Philosophy for Children (P4C) represents a vision of democratic engagement that seeks to disrupt the authoritative and monological potential inherent in the dominant standards-based school culture. Engaging students in philosophical inquiry offers a radical alternative to the traditional school systems, structures, values and signals the possibility of “cracking open” third spaces in which ideas are renegotiated through a dialogic process that allows learners to reconstruct reality collaboratively (Lipman, 2003; Lipman, Sharp, & Oscanyan, 2010; Trickey & Topping, 2004).

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Authors and Affiliations

  1. Graduate School of Education, Touro College, New York, USA

    Ching-Ching Lin

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  1. Ching-Ching Lin
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Editors and Affiliations

  1. Touro College Graduate School of Education, USA

    Ching-Ching Lin

  2. Montclair State University, USA

    Lavina Sequeira

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Lin, CC. (2017). Diversity and Inclusion. In: Lin, CC., Sequeira, L. (eds) Inclusion, Diversity, and Intercultural Dialogue in Young People’s Philosophical Inquiry. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6351-065-3_7

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  • DOI: https://doi.org/10.1007/978-94-6351-065-3_7

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6351-065-3

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