•  65
    This rich and diverse collection offers a range of perspectives and practices of Philosophy for Children (P4C). P4C has become a significant educational and philosophical movement with growing impact on schools and educational policy. Its community of inquiry pedagogy has been taken up in community, adult, higher, further and informal educational settings around the world. The internationally sourced chapters offer research findings as well as insights into debates provoked by bringing children’…Read more
  •  63
    Child as Educator: Introduction to the Special Issue (review)
    Studies in Philosophy and Education 32 (3): 217-227. 2013.
  •  52
    This fully revised second edition suggests ways in which you can introduce philosophical enquiry to your Personal, Social and Health Education and Citizenship teaching and across the curriculum
  •  36
    Experience indicates that the questioning and democratic nature of the community of enquiry can be demanding and unsettling for teachers, presenting unaccustomed challenges and moral dilemmas. This paper argues that such significant episodes in the practice of Philosophical with Children offer rich opportunities for wider critical reflection on epistemological and pedagogical questions for teacher education and continuing professional development. We illustrate the nature of this ongoing work th…Read more
  •  31
    Gifts of Time and Space: Co-educative Companionship in a Community Primary School
    Studies in Philosophy and Education 32 (3): 297-311. 2013.
    Family-focused community education implies a relational pedagogy, whereby people of different ages and experiences, including children, engage interdependently in the education of selves and others. Educational projects grow out of lived experiences and relationships, evolving in dynamic conditions of community self-organisation and self-expression, however partial and approximate, as opposed to habitual and repetitive actions. In developing educational activities through radical listening, comm…Read more
  •  12
    Intra-generational education: Imagining a post-age pedagogy
    Educational Philosophy and Theory 49 (10). 2017.
    This article discusses the idea of intra-generational education. Drawing on Braidotti’s nomadic subject and Barad’s conception of agency, we consider what intra-generational education might look like ontologically, in the light of critical posthumanism, in terms of natureculture world, nomadism and a vibrant indeterminacy of knowing subjects. In order to explore the idea of intra-generationalism and its pedagogical implications, we introduce four concepts: homelessness, agelessness, playfulness …Read more
  •  11
    The ‘Wrong Message
    Thinking: The Journal of Philosophy for Children 19 (1): 2-11. 2008.
    This paper has arisen directly from the authors’ experiences of leading professional development for teachers in Philosophy with Children, a well-established approach to teaching that seeks to foster philosophical questioning, critical thinking, reasoning and dialogue. The paper expresses deep concern about the anxiety shown by many teachers regarding discussion of controversial issues in the classroom, and some teachers’ avoidance of open-ended dialogue about works of children’s literature that…Read more
  • This paper emerges from experiences of putting picturebooks, philosophy with children and posthumanism into play. Responding to Derrida's notion of a ‘return to childhood’, we propose a different move of ‘re-turning to child/ren’, drawing from various entangled sources. First, the figuration of posthuman child disrupts the conception of temporality that takes development and progress as inevitable. The posthuman child expresses the idea of the knowing subject as an unbounded sympoietic system. W…Read more
  • Events in teaching often bubble up and demand attention because they stay with us long after the moment has passed, causing us to revisit and recreate them, perhaps to ask ourselves whether we might have responded differently. Deeper reflection and wider social enquiry become possible when incidents are recorded over time. Themes are identified and form the basis of theorizing and alternative action. Themes tend to emerge from awareness of our emotional responses to events and through an investi…Read more