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  1.  16
    Introduction to Deconstructing Privilege in the Classroom: Teaching as a Racialized Pedagogy.Shilpi Sinha & Shaireen Rasheed - 2018 - Studies in Philosophy and Education 37 (3):211-214.
  2.  16
    The Racialized Body of the Educator and the Ethic of Hospitality: The Potential for Social Justice Education Re-Visited.Shilpi Sinha - 2018 - Studies in Philosophy and Education 37 (3):215-229.
    Derridean hospitality is seen to undergird ethical teacher–student interactions. However, hospitality is marked by three aporias that signal incommensurable and irreducible ways of being and responding that need to be held together in tension without eventual synthesis. Due to the sociopolitical materiality of race and the phenomenological difference that constitutes racialized bodies, educators of color in interaction with white students are called to live the aporetic tensions that characterize hospitality in distinctive ways that are not currently emphasized in the discourse (...)
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  3.  27
    Dialogue as a Site of Transformative Possibility.Shilpi Sinha - 2010 - Studies in Philosophy and Education 29 (5):459-475.
    This article examines how affect allows us to view the relational form of dialogue, as built upon the work of Derrida and Levinas, to be a site of transformative possibility for students as they encounter and address issues of social justice and difference in the classroom. The understanding of affect that attends this form of dialogue demands from educators a re-visioning of how their educational arrangements and pedagogies might facilitate the transformative capacities of their students. Accordingly, the relational conception of (...)
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  4.  15
    Derrida, Friendship and Responsible Teaching in Contrast to Effective Teaching.Shilpi Sinha - 2013 - Educational Philosophy and Theory 45 (3):259-271.
    Educational theorists working within the tradition of Jacques Derrida and Emmanuel Levinas?s thought, posit teaching to be a site of implied ethics, that is, a realm in which non-violent or less violent relations to the other are possible. Derrida links ethics to the realm of friendship, enabling one to understand teaching as a site of the ethics of friendship. I clarify how friendship, as a re-metaphorization of differance, opens us up to a conception of teaching that provides a counterpoint to (...)
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  5.  10
    A Review Of: “An Existentialist Curriculum of Action: Creating a Language of Freedom and Possibility”. [REVIEW]Shilpi Sinha - 2008 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 43 (3):273-277.
    (2008). A Review of: “An Existentialist Curriculum of Action: Creating a Language of Freedom and Possibility”. Educational Studies: Vol. 43, No. 3, pp. 273-277.
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  6.  2
    Embodied Reimagining of Pedagogical Places/Spaces.Shilpi Sinha & Lyudmila Bryzzheva - 2012 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 48 (4):347-365.
    Students often find themselves disconnected from foundations courses such as Philosophy of Education, citing the abstract nature of some of the ideas studied and a perceived disconnect from practical issues. Moreover, the place/space of the university classroom itself can be seen to contribute to students? disengagement and stunting of their critical capacities. In this article, we present two intertwined narratives. In one strand, we describe our attempt to secure our students? engagement in our course, Introduction to Philosophy of Education, as (...)
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