Chapter: Negotiating meaning in classrooms

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Home > Philosophy for Children: Theories and praxis in teacher education > Negotiating meaning in classrooms

Philosophy for Children: Theories and praxis in teacher education |

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Philosophy for Children: Theories and praxis in teacher education

Negotiating meaning in classrooms

Chapter Info

Authors

ARI Id

1666297692054_15361012

Access

Not Available Free

Pages

46-54

DOI

10.4324/9781315640310-5

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Chapters/Headings	Author(s)	Pages	Info
The context		1-21
The evolution of Philosophy for Children in the UK	Roger Sutcliffe	3-13
Education as a philosophical endeavour	Naomi McLeod	14-21
P4C as a pedagogical approach		23-54
The construct of the child	Sue Lyle	25-36
Pedagogical judgement	Darren Garside	37-45
Negotiating meaning in classrooms	John Smith	46-54
P4C in school		55-103
P4C in early childhood education	Fufy Demissie	57-65
P4C in the primary school	Kathy Stokell; Diane Swift; Babs Anderson	66-71
P4C in science education	Lynda Dunlop	72-82
An evaluation of P4C	Sarah Meir; Julie McCann	83-92
P4C and education for diversity	Clive Belgeonne	93-103
The higher education context		105-146
Philosophy for Children in higher education	Lizzy Lewis; Grace Robinson	107-114
The praxis of P4C in teacher education	Fufy Demissie	115-121
Challenging assumptions and making progress	Georgia Prescott	122-130
The impact of P4C on teacher educators	Babs Anderson; Karen Rogan	131-135
Being and becoming a philosophical teacher	Joanna Haynes	136-146
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