Teachers and Philosophy: Essays on the Contact Zone

Frontmatter
Contents
Acknowledgments
Foreword
Exactly What Is Needed: Editors’ Introduction and Chapter Descriptions
Arts of the Contact Zone
1. Complicating Educators’ Critical Consciousness: Descriptive Inquiry as an Equitable Contact Zone
2. Reimagining Contact as a Method: Portals and Portraits in the Classroom
3. Teaching Worms: Observation and Conversation
4. May We Be Angry? Teaching Responsively during Times of Crisis
5. “No one wants to do that shit; no one wants to be in a contact zone” On the Goals and Struggles of “Contact Zone Pedagogy”
6. Learning Together to Stay with Trouble: Sustaining Educators across Time and Space
7. Ignoring Difference: How an Antidivisive Concepts Law Changed the Trajectory of an Antibias Curriculum Project
8. Finding a Place for Play in School: Risk, Ambiguity, and Resistance
9. Katzi Txumu’n: Creating a Curriculum of Mesoamerican Short Stories for Philosophical Conversations with Children and Families
10. Taking Up Space or Opening It? Reconsidering Space in the Social Foundations Course in Teacher Education
11. The Value of Therapized Education Exploring the Story and Theory of Reflexive Tension
12. Old Wisdom for Contemporary Problems A Civic Republican Approach to Dis/ability in Education
13. A Humanistic Baseline in the Rural School
14. Alone in the Presence of Others: Autos, Schole, and the Flourishing of Children in Nature-based Schools
15. Okinawa’s Lesson for Peace and Democracy: Indigenous Values, Political Tension, Military Contact Zones, and the International Women’s Club
Coda: Creating an Equitable and Fruitful Contact Zone of Philosophers and Teachers
Contributors
Index