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Teachers and Philosophy

Essays on the Contact Zone

By: Cara E. Furman (Editor), Tomas de Rezende Rocha (Editor), Glenn M. Hudak (Contribution by)

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Hardcover | 1 February 2025

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Hardcover
304 Pages

Dimensions(cm)
22.86 x 15.24 x 2.06

Hardcover

$346.75

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Teachers and Philosophy showcases the potential of education practitioners and philosophers of education working and writing together. Following Mary Louise Pratt, this meeting space is referred to as a "contact zone," and contributors demonstrate the power and benefit of writing from this liminal space. Introductory and concluding chapters provide an argument for the value of bringing together philosophers and practitioners as well as tips for facilitating these interactions. Situated amid the COVID-19 pandemic, the volume grapples with the challenges that practitioners face around teaching controversial topics, crafting inclusive curricula, indigeneity, dis/ability, urban schooling, nature-based education, rural education, mental health, coping with feelings of anger, and more. Each chapter ends with suggestions for further reading or engagement, questions for reflection and discussion, and an activity that a class or reading group can move through together.

Industry Reviews

""Teachers and Philosophy makes a very unique contribution to what might be called 'applied' or 'practical' approaches to philosophy of education. It invites readers into a conversation and a community of engaged scholars and practitioners working collaboratively to address very 'real' and pressing issues in education, schools, and classrooms. The book also does a wonderful job 'humanizing' the educational experience."" - Benjamin G. S. Paxton, University of Virginia

""I have never encountered a book in the field where nearly every article was coauthored by an academic philosopher and an educator, nor where the intersection between the two was so honestly and critically examined. The editors of this volume have framed the text around the generative and useful concept of 'contact zones.'"" - Sara Hardman, Teachers College, Columbia University

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