Ethics and Education 13 (1):39-54 (2018)

Abstract
In this paper, I argue that the notion of ‘reasonableness’ that is, for many, at the heart of the Philosophy for Children approach particularly and education for democratic citizenship more broadly, is constituted within the epistemology of ‘white ignorance’ and operates in such a way that it is unlikely to transgress the boundaries of white ignorance so as to view it from without. Drawing on scholarship in critical legal studies and social epistemology, I highlight how notions of reasonableness often include consensus, ‘racialised common sense’ and the ‘typical’ view. In addition the promotion of particular dispositions on the grounds of ‘reasonableness’ both promotes stability and limits how one may think otherwise. Thus, P4C practices that fail to historicise, examine and challenge prevailing notions of reasonableness establish an epistemically ‘gated’ community of inquiry.
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DOI 10.1080/17449642.2018.1430933
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References found in this work BETA

[Book Review] the Racial Contract. [REVIEW]Charles W. Mills - 1999 - Social Theory and Practice 25 (1):155-160.
White Ignorance.Charles Mills - 2007 - In Shannon Sullivan & Nancy Tuana (eds.), Race and Epistemologies of Ignorance. Albany, NY: State Univ of New York Pr. pp. 11-38.
How is This Paper Philosophy?Kristie Dotson - 2013 - Comparative Philosophy 3 (1):3-29.
Thinking in Education.Matthew Lipman - 1992 - British Journal of Educational Studies 40 (2):187-189.

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Citations of this work BETA

Categories of Goals in Philosophy for Children.Anastasia Anderson - 2020 - Studies in Philosophy and Education 39 (6):607-623.
Paulo Freire más que nunca.Walter Kohan - 2020 - Buenos Aires, Argentina: CLACSO.

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