Picturebooks, Pedagogy and Philosophy (Routledge Research in Education) - Hardcover

Haynes, Joanna; Murris, Karin

Hardcover

ISBN 10: 0415880807 ISBN 13: 9780415880800

Publisher: Routledge, 2011

Synopsis

A CHOICE Outstanding Academic Title 2012!

Contemporary picturebooks open up spaces for philosophical dialogues between people of all ages. As works of art, picturebooks offer unique opportunities to explore ideas and to create meaning collaboratively. This book considers censorship of certain well-known picturebooks, challenging the assumptions on which this censorship is based. Through a lively exploration of children’s responses to these same picturebooks the authors paint a way of working philosophically based on respectful listening and creative and authentic interactions, rather than scripted lessons. This dialogical process challenges much current practice in education. The authors propose that a courageous and critical practice of listening is central to the facilitation of mutually educative dialogue. This book will be of interest to scholars and students of education studies, philosophy of education, literacy teaching and learning, children’s literature, childhood and pedagogy.

About this title

About the Author:

Joanna Haynes is Associate Professor in Education Studies at the University of Plymouth, England.

Karin Murris is Professor at the School of Education, University of Cape Town, South Africa.

Review:

"Philosophy is the main focus of this thought-provoking book. Building on and extending the ideas of philosophy for children that were developed in the mid-1990s, the authors argue for a community of inquiry where children, using picture books as a stimulus, do philosophy by examining the questions that the books raise through the gap between the text and the visual images. Children often pick up more on the visual, while adults tend to focus more on words. The authors' criteria for selecting appropriate books are useful. Teachers need to learn alongside children and be willing to enter unknown territories and not seek to control children by controlling the discussion. Children as well as teachers should generate questions. Haynes and Murris's analysis of the educational trends in Great Britain is also applicable to education in the US. Their questions about the nature of childhood and the impact of postmodernism on teaching and learning practices should generate discussion among teachers, whom the authors feel would also benefit from doing philosophy. Rich with information and insights, this is a valuable addition to discussions of education. Summing Up: Highly Recommended." -- S. Sugarman, emerita, Bennington College,Vermont State Colleges in CHOICE

About this edition

• Publisher: Routledge
• Publication date: 2011
• ISBN 10: 0415880807
• ISBN 13: 9780415880800
• Binding: Hardcover
• Edition number: 1
• Number of pages: 284