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  1. Industry, Children and the Nation: An Analysis of National Identity in School Textbooks.John Ahier - 1990 - British Journal of Educational Studies 38 (3):300-301.
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  2. El inspector, un investigador: vestigio de policía en las instituciones educativas mendocinas de fines del Siglo XIX.Mariana Alvarado - 2014 - Childhood and Philosophy 10 (20):445-461.
    En Mendoza, hacia 1883, El Instructor Popular publica en la sección Noticias la creación de la “policía escolar”. El entramado periodístico permite anudar ciertos espacios y ciertas prácticas que oficiarían de parturientas para ese “vigilante secreto” que se configuraba como uno de los pilares del Sistema Educativo emergente. El inspector que alude a las figuras del vigilante y el policía, visibiliza las del político y dirigente, e ilusiona en el consejero y auditor, formador e informador, abre un espacio de engendramiento (...)
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  3. Fragments of a Discourse on Childhood.Julio Groppa Aquino - 2012 - Childhood and Philosophy 8 (15):33-65.
    Setting forth from some of Foucault's theoretical and methodological premises, this paper aims at problematizing the contemporary discursive automatisms imposed on childhood, which endow it with an aura of bliss and consecrate it with the role of sowing all things, while, at the same time, they apply to it the taint of incontinence, corruption and subservience, thus attempting against its errancy, originality and therefore its generativity. The procedure adopted is an unlikely interweaving of multiple vocalizations about childhood. In a Barthesian (...)
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  4. Democratic Pedagogy.Gilbert Burgh - 2014 - Journal of Philosophy in Schools 1 (1):22-44.
    The ideas contained in this paper were first formulated as part of a chapter in my doctoral dissertation, which was completed in 1997. Some years later I added to my initial thoughts, scribbled some notes, and presented them at the 12th Annual Philosophy in Schools Conference, held in Brisbane in 2002. This presentation surfaced as a paper in Critical & Creative Thinking: The Australasian Journal of Philosophy in Schools (Burgh 2003a). Soon thereafter I revised the paper (Burgh 2003b) and it (...)
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  5. Citizenship as a Learning Process: Democratic Education Without Foundationalism.Gilbert Burgh - 2010 - In Darryl R. J. Macer & Souria Saad-Zoy (eds.), Asian-Arab Philosophical Dialogues on Globalization, Democracy and Human Rights. Bangkok: pp. 59-69.
    Reprinted with permission and previously published in: Farhang: Quarterly Journal of the Institute for Humanities and Cultural Studies (Tehran, Iran), 22(69), pp. 117-138. -/- One of the aims of this paper is to explore the relationship between democracy and epistemology. This inevitably raises questions about the purpose and aims of education consistent with conceptions of democracy. These ultimately rest on the practical applicability and outcomes of competing visions of democracy without appeal to pre-political or prior goods, nor to certain knowledge (...)
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  6. Child And Community Of Philosophical Inquirychild And Community Of Philosophical Inquiry.Claire Cassidy - 2006 - Childhood and Philosophy 2 (4):345-368.
    It has been asserted in the UN Convention on the Rights of the Child that children’s voices should have a place in society and that their views and opinions should be taken into account by policy makers and those others in authority. This paper suggests that children need to be empowered and enabled to become active, participative, political agents within society. Within certain countries – in this instance, those constituting Great Britain – Education for Citizenship is on the Governmental agenda. (...)
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  7. Responsibility and School Choice in Education.Ben Colburn - 2012 - Journal of Philosophy of Education 46 (2):207-222.
    Consider the following argument for school choice, based on an appeal to the virtues of the market: allowing parents some measure of choice over their particular children's education ultimately serves the interests of all children, because creating a market mechanism in state education will produce improvements through the same pressures that lead to greater efficiency and quality when markets are deployed in more familiar contexts. The argument fails, because it is committed to a principle of equal concern, which implies that (...)
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  8. The Kibbutz Children's Society‐‐Ideal and Reality.Yuval Dror - 1995 - Journal of Moral Education 24 (3):273-288.
    Abstract This article examines the Kibbutz children's society as an ideal and as it is in reality. Following an account of the vision and theory of the children's society four case studies are reported. Two are historical: the local children's society founded in Kibbutz Ein Harod in 1924; and the attempt by Zisling of Ein Harod to found a national children's society on the basis of local models. The other two are contemporary and relate to studies in the early 1990s (...)
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  9. Children, Family and the State.M. Tisdall E. Kay - 2004 - Contemporary Political Theory 3 (2):231.
  10. Review of Harry Adams Justice for Children. Autonomy, Development and the State. [REVIEW]Anca Gheaus - 2009 - Metaphsychology Online 13 (34).
  11. The Routledge Handbook of the Philosophy of Childhood and Children.Anca Gheaus, Gideon Calder & Jurgen De Wispelaere (eds.) - 2018 - Routledge.
  12. Bodies at Home and at School: Toward a Theory of Embodied Social Class Status.Sue Ellen Henry - 2013 - Educational Theory 63 (1):1-16.
    Sociology has long recognized the centrality of the body in the reciprocal construction of individuals and society, and recent research has explored the influence of a variety of social institutions on the body. Significant research has established the influence of social class, child-rearing practices, and variable language forms in families and children. Less well understood is the influence of children's social class status on their gestures, comportment, and other bodily techniques. In this essay Sue Ellen Henry brings these two areas (...)
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  13. Por Entre as Chamas da Infância: Presente, Memória E Transmissão de Experiências de Violência Estatal.Fabiana Augusta Alves Jardim - 2016 - Childhood and Philosophy 12 (23).
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  14. Philosophy with Children, the Poverty Line, and Socio-Philosophic Sensitivity.Arie Kizel - 2015 - Childhood and Philosophy 11 (21):139-162.
    A philosophy with children community of inquiry encourage children to develop a philosophical sensitivity that entails awareness of abstract questions related to human existence. When it operates, it can allow insight into significant philosophical aspects of various situations and their analysis. This article seeks to contribute to the discussion of philosophical sensitivity by adducing an additional dimension—namely, the development of a socio-philosophical sensitivity by means of a philosophical community of inquiry focused on texts linked to these themes and an analysis (...)
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  15. La educación y el problema del mundo.José Murillo - 2009 - Logos: Revista de Lingüística, Filosofía y Literatura 19 (2):56-73.
    Education moves in the space of distance between those who are coming into the world and the world that they arrive. Since Modern Age, this distance formed by the opposing subject and object, has tended to be an impassable abyss. In this way, the world unfolds in two: the world whose image under investigation in the field of Education is the blackboard, and the world of everyday life. In front of the blackboard the student is installed, constituted as a subject, (...)
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  16. Feral Children: Settler Colonialism, Progress, and the Figure of the Child.Toby Rollo - 2018 - Settler Colonial Studies 8 (1):60-79.
    Settler colonialism is structured in part according to the principle of civilizational progress yet the roots of this doctrine are not well understood. Disparate ideas of progress and practices related to colonial dispossession and domination can be traced back to the Enlightenment, and as far back as ancient Greece, but there remain unexplored logics and continuities. I argue that civilizational progress and settler colonialism are structured according to the opposition between politics governed by reason or faith and the figure of (...)
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  17. Seeking Campus-Universal Didactic Dominance, and Getting It, Through Various Means Other Than Scientific (2016).Kai Soerfjord - manuscript
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