Inclusion, Diversity, and Intercultural Dialogue in Young People’s Philosophical Inquiry / / edited by Ching-Ching Lin, Lavina Sequeira.

• HerausgeberIn: Lin, Ching-Ching.; Sequeira, Lavina.
• Place / Publishing House: Rotterdam : : SensePublishers :, Imprint: SensePublishers,, 2017.
• Year of Publication: 2017
• Edition: 1st ed. 2017.
• Language: English
• Physical Description: 1 online resource (141 pages)
• Other title: Preliminary Material /; Intercultural Philosophy And The Community Of Philosophical Inquiry As The Embryonic Cosmopolitan Community /; The Transcultural Discourse of Affect in Philosophical Inquiry /; Negotiating Intersectional Identities in a Classroom Community of Inquiry /; The Elephant in the Room /; Making Peace Education Everyone’s Business /; Philosophy with Children as Enabling Community of Multi-Narratives /; Diversity and Inclusion /; Philosophy for Children Hawai’i /; The UNESCO Chair Practice of Philosophy with Children /; About the Contributors /
• Bibliography: Includes bibliographical references and index.
• ISBN: 9463510656
• Hierarchical level: Monograph
• Statement of Responsibility: edited by Ching-Ching Lin, Lavina Sequeira.

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.