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Enabling identity: The challenge of presenting the silenced voices of repressed groups in philosophic communities of inquiry

Author:

Arie Kizel

Department of Learning, Instruction and Teacher Education, Faculty of Education, University of Haifa, IL
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Abstract

This article seeks to contribute to the challenge of presenting the silenced voices of excluded groups in society by means of a philosophic community of inquiry composed primarily of children and young adults. It proposes a theoretical model named ‘enabling identity’ that presents the stages whereby, under the guiding role played by the community of philosophic inquiry, the hegemonic meta-narrative of the mainstream society makes room for the identity of members of marginalised groups. The model is based on the recognition of diverse narratives within a web of communal narratives that does not favour the meta-narrative. It reports on the experiences of moderators and students from weak and excluded sectors of society in two countries whose participation in communities of philosophical inquiry gave them not only a “voice” but also a presence and identity.

How to Cite: Kizel, A., 2016. Enabling identity: The challenge of presenting the silenced voices of repressed groups in philosophic communities of inquiry. Journal of Philosophy in Schools, 3(1), pp.16–39. DOI: http://doi.org/10.21913/jps.v3i1.1298
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Published on 02 Jun 2016.
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