Teaching Philosophy 42 (4):389-410 (2019)

Authors
Sarah Vitale
Ball State University
Abstract
Precollege philosophy programs provide young people with alternative spaces to ask questions and develop critical perspectives on their experiences, but neoliberal school management practices make the creation of these spaces increasingly difficult. Relying on my own experience as an instructor of a community-engaged course that focuses on precollege philosophy, I investigate how college and university professors and students can create philosophical learning opportunities for high school students without participating in the culture of volunteerism demanded by neoliberal logic. I argue that the work my university students perform in the community-engaged course is a win-win that undermines neoliberalism’s assault on education by providing high school students with a valuable opportunity while helping my students achieve important skills.
Keywords Teaching Philosophy
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ISBN(s) 0145-5788
DOI 10.5840/teachphil20191025114
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