15 found
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  1. Picturebooks, pedagogy, and philosophy.Joanna Haynes & Karin Murris - 2012 - New York: Routledge. Edited by Karin Murris.
    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 (...)
  2. Children as philosophers: learning through enquiry and dialogue in the primary classroom.Joanna Haynes - 2002 - New York, NY: Routledge.
    This fully revised second edition suggests ways in which you can introduce philosophical enquiry to your Personal, Social and Health Education and Citizenship teaching and across the curriculum.
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  3. The Routledge International Handbook of Philosophy for Children.Maughn Gregory, Joanna Haynes & Karin Murris (eds.) - 2017 - London, UK: Routledge.
    This rich and diverse collection offers a range of perspectives and practices of Philosophy for Children (P4C). P4C has become a significant educational and philosophical movement with growing impact on schools and educational policy. Its community of inquiry pedagogy has been taken up in community, adult, higher, further and informal educational settings around the world. The internationally sourced chapters offer research findings as well as insights into debates provoked by bringing children’s voices into moral and political arenas and to philosophy (...)
  4.  28
    right under our noses: the postponement of children's political equality and the NOW.Joanna Haynes & Karin Murris - 2021 - Childhood and Philosophy 17:01-21.
    Responding to the invitation of this special issue of Childhood and Philosophy this paper considers the ethos of facilitation in philosophical enquiry with children, and the spatial-temporal order of the community of enquiry. Within the Philosophy with Children movement, there are differences of thinking and practice on ‘facilitation’ in communities of philosophical enquiry, and we suggest that these have profound implications for the political agency of children. Facilitation can be enacted as a chronological practice of progress and development that works (...)
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  5.  31
    Intra-generational education: Imagining a post-age pedagogy.Joanna Haynes & Karin Murris - 2017 - Educational Philosophy and Theory 49 (10).
    This article discusses the idea of intra-generational education. Drawing on Braidotti’s nomadic subject and Barad’s conception of agency, we consider what intra-generational education might look like ontologically, in the light of critical posthumanism, in terms of natureculture world, nomadism and a vibrant indeterminacy of knowing subjects. In order to explore the idea of intra-generationalism and its pedagogical implications, we introduce four concepts: homelessness, agelessness, playfulness and wakefulness. These may appear improbable in the context of education policy-making today, but they are (...)
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  6.  15
    Creating and sustaining democratic spaces in education.Joanna Haynes & Judith Suissa - 2022 - Journal of Philosophy of Education 56 (6):939-942.
    This article explores the context for the accompanying suite of papers on creating and sustaining democratic spaces in education. Prompted by the centenary of Summerhill, the internationally famous democratic school founded in Suffolk, England, in 1921, by A.S. Neill, this collection of papers explores and broadens out the central questions at the heart of experiments in democratic education. We suggest that, at a time of distrust in and questioning of the central institutions of democratic government, and in the wake of (...)
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  7.  26
    The ‘Wrong Message.Joanna Haynes & Karin Murris - 2008 - Thinking: The Journal of Philosophy for Children 19 (1):2-11.
    This paper has arisen directly from the authors’ experiences of leading professional development for teachers in Philosophy with Children (P4C), a well-established approach to teaching that seeks to foster philosophical questioning, critical thinking, reasoning and dialogue. The paper expresses deep concern about the anxiety shown by many teachers regarding discussion of controversial issues in the classroom, and some teachers’ avoidance of open-ended dialogue about works of children’s literature that might touch on taboo subjects. The authors suggest that this is indicative (...)
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  8.  28
    An Open-Ended Story of Some Hidden Sides of Listening or (What) Are We Really (Doing) with Childhood?Joanna Haynes & Magda Costa Carvalho - 2023 - Childhood and Philosophy 19:01-26.
    The paper arises from a shared event that turned into an experience: the finding of a childlike piece of paper on our way to a conference about philosophy in schools and how it affects our educational ideas and research practices on listening to children. Triggered by the question of what it means to listen, we are led to the exercise of self-questioning inspired by some of the authors that have already written about the topic, specifically in the context of the (...)
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  9.  9
    Philosophy and education: an introduction to key questions and themes.Joanna Haynes - 2015 - New York: Routledge. Edited by Ken Gale & Melanie Parker.
    Written specifically for education studies students, this accessible text offers a clear introduction to philosophy of education. It skilfully guides readers through this challenging and sometimes complex area bringing key philosophical ideas and questions to life in the context and practice of education. Considering the implications of educational trends and movements through a variety of philosophical lenses such as Marxism, feminism, ethics and democracy, the book explores enduring themes in philosophy of education. Features include: individual tasks and group activities to (...)
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  10.  30
    Fifth International Conference on Philosophy in Practice.Gerd Achenbach, Eulalia Bosch, Eite Veening, Emmy Van Deurzen, Richard Smith, Ida Jongsma, Joanna Haynes, Dorine Baudin & Karin Murris - 1999 - History and Philosophy of Logic 20:77.
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  11. Being and becoming a philosophical teacher.Joanna Haynes - 2017 - In Babs Anderson (ed.), Philosophy for children: theories and praxis in teacher education. New York, NY: Routledge, Taylor & Francis Group.
     
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  12.  47
    Gifts of Time and Space: Co-educative Companionship in a Community Primary School.Joanna Haynes - 2013 - Studies in Philosophy and Education 32 (3):297-311.
    Family-focused community education implies a relational pedagogy, whereby people of different ages and experiences, including children, engage interdependently in the education of selves and others. Educational projects grow out of lived experiences and relationships, evolving in dynamic conditions of community self-organisation and self-expression, however partial and approximate, as opposed to habitual and repetitive actions. In developing educational activities through radical listening, community educators aim to reflect the character of the neighbourhood and build on local knowledge and expertise. The paper reports (...)
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  13.  14
    Unhoming Practices of Enquiry: Seriously Playful and Playfully Serious.Joanna Haynes - 2021 - Araucaria 23 (48).
    This paper is concerned with unhoming secure ideas and practices of knowledge creation, through non-hierarchical, boundary-crossing forms of pedagogy, in order to attend to how processes of enquiry matter, whenever we engage in the struggle to address injustice, and not only for humans. Entrenched assumptions related to age, phase, or education setting, are brought into question, to blur distinctions such as for/with; child/adult; playful/serious and learning/teaching/research and to explore further possibilities for creative enquiry. Practices of enquiry are theorised through the (...)
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  14.  9
    Leadership matters in democratic education: Calibrating the role of Principal in one democratic school.Fintan McCutcheon & Joanna Haynes - 2022 - Journal of Philosophy of Education 56 (6):957-969.
    Through a series of conversations, Fintan McCutcheon and Joanna Haynes explore McCutcheon's reflections on school leadership in the contexts of the Educate Together movement (in the Republic of Ireland) and, specifically, in his aspiration to build an optimally democratic school in Balbriggan. Much of the academic and professional literature on school leadership depicts the role of school leaders as expressing a strong vision for the school, with charismatic communication and strategic skills, and putting explicit emphasis on high educational standards. On (...)
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  15.  89
    Child as Educator: Introduction to the Special Issue. [REVIEW]Joanna Haynes & Karin Murris - 2013 - Studies in Philosophy and Education 32 (3):217-227.