Abstract

In this essay I aim to broaden this discussion of positionality in Philosophy for Children in order to explore the ways that sociopolitical and philosophical context can impact the sorts of questions and discussions generated by children in P4C programs. In particular, I show how the context of Oaxaca City shapes the philosophical contributions of the children of the Oaxaca Philosophy for Children Initiative—in a way that often challenges western philosophical frameworks. I use the narrative of the Oaxaca Philosophy for Children Initiative to argue for a "place-based P4C" in which the instructor often learns far more philosophy than she teaches