Race, pre-college philosophy, and the pursuit of a critical race pedagogy for higher education. Fitzpatrick, M. & Reed-Sandoval, A. Ethics and Education, 13(1):105–122, January, 2018. ![Race, pre-college philosophy, and the pursuit of a critical race pedagogy for higher education [link]](https://bibbase.org/img/filetypes/link.svg "link")
Paper doi abstract bibtex This article seeks to explore ways in which pre-college pedagogical resources – particularly Critical Race Pedagogy (CPR) developed for high school students, as well as Philosophy for Children (P4C) – can be helpfully employed by college level instructors who wish to dialogue with students about the nature of race and racial oppression. More specifically, we wish to explore (a) how P4C can both learn from, and be put to the service of, CRP, and (b) how this provides a useful framework for philosophical conversations about race at the college and pre-college levels. Our arguments are interwoven with narratives of our personal experiences utilising these pre-college pedagogical resources in conversations about race, so as to illustrate and provide context for our claims. We ultimately contend that these resources can help pedagogues in both higher and lower education work toward unmuting the voices of undervalued and underserved students in the United States.
@article{fitzpatrick_race_2018,
title = {Race, pre-college philosophy, and the pursuit of a critical race pedagogy for higher education},
volume = {13},
issn = {1744-9642, 1744-9650},
url = {https://www.tandfonline.com/doi/full/10.1080/17449642.2018.1428717},
doi = {10.1080/17449642.2018.1428717},
abstract = {This article seeks to explore ways in which pre-college pedagogical resources – particularly Critical Race Pedagogy (CPR) developed for high school students, as well as Philosophy for Children (P4C) – can be helpfully employed by college level instructors who wish to dialogue with students about the nature of race and racial oppression. More specifically, we wish to explore (a) how P4C can both learn from, and be put to the service of, CRP, and (b) how this provides a useful framework for philosophical conversations about race at the college and pre-college levels. Our arguments are interwoven with narratives of our personal experiences utilising these pre-college pedagogical resources in conversations about race, so as to illustrate and provide context for our claims. We ultimately contend that these resources can help pedagogues in both higher and lower education work toward unmuting the voices of undervalued and underserved students in the United States.},
language = {en},
number = {1},
urldate = {2020-07-07},
journal = {Ethics and Education},
author = {Fitzpatrick, Melissa and Reed-Sandoval, Amy},
month = jan,
year = {2018},
pages = {105--122},
}
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