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by Cara E. Furman (Editor), Tomas de Rezende Rocha (Editor)
Philosophers and educators come together to address contemporary issues in education.
Teachers and Philosophy showcases the potential of education practitioners and philosophers of education working and writing together. Following Mary Louise Pratt, this meeting space is referred to as a "contact zone," and contributors demonstrate the power and benefit of writing from this liminal space. Introductory and concluding chapters provide an argument for the value of bringing together philosophers and practitioners as well as tips for facilitating these interactions. Situated amid the COVID-19 pandemic, the volume grapples with the challenges that practitioners face around teaching controversial topics, crafting inclusive curricula, indigeneity, dis/ability, urban schooling, nature-based education, rural education, mental health, coping with feelings of anger, and more. Each chapter ends with suggestions for further reading or engagement, questions for reflection and discussion, and an activity that a class or reading group can move through together.
Author Biography
Cara E. Furman is Associate Professor of Early Childhood Education, Hunter College. She is the author of Teaching from an Ethical Center: Practical Wisdom for Daily Instruction and coauthor of Descriptive Inquiry in Teacher Practice: Cultivating Practical Wisdom to Create Democratic Schools. Tomas de Rezende Rocha is Assistant Professor of Social and Cultural Foundations at the University of Washington College of Education.
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Description
by Cara E. Furman (Editor), Tomas de Rezende Rocha (Editor)
Philosophers and educators come together to address contemporary issues in education.
Teachers and Philosophy showcases the potential of education practitioners and philosophers of education working and writing together. Following Mary Louise Pratt, this meeting space is referred to as a "contact zone," and contributors demonstrate the power and benefit of writing from this liminal space. Introductory and concluding chapters provide an argument for the value of bringing together philosophers and practitioners as well as tips for facilitating these interactions. Situated amid the COVID-19 pandemic, the volume grapples with the challenges that practitioners face around teaching controversial topics, crafting inclusive curricula, indigeneity, dis/ability, urban schooling, nature-based education, rural education, mental health, coping with feelings of anger, and more. Each chapter ends with suggestions for further reading or engagement, questions for reflection and discussion, and an activity that a class or reading group can move through together.
Author Biography
Cara E. Furman is Associate Professor of Early Childhood Education, Hunter College. She is the author of Teaching from an Ethical Center: Practical Wisdom for Daily Instruction and coauthor of Descriptive Inquiry in Teacher Practice: Cultivating Practical Wisdom to Create Democratic Schools. Tomas de Rezende Rocha is Assistant Professor of Social and Cultural Foundations at the University of Washington College of Education.
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| Shipping | This item ships to |
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