ERIC Number: EJ1036190
Record Type: Journal
Publication Date: 2014-Jun
Abstractor: As Provided
Reference Count: 54
Reading Philosophically in a Community of Enquiry: Challenging Developmentality with Oram and Kitamura's "Angry Arthur"
Children's Literature in Education, v45 n2 p145-165 Jun 2014
Meanings in a picturebook are constructed in the space between words, images and reader. Contemporary picturebooks are ideal vehicles for a deep reading of, and philosophical engagement with, texts that move beyond literary and literacy knowledge. Philosophy with picturebooks also offers an alternative to personal responses to these texts that are individual, subjective and anecdotal. The use of these works of art for teaching demands an epistemological reorientation with ethical and political implications. First, it is argued how picturebooks' ambiguity and complexity demand the "community of enquiry" pedagogy that positions its participants (including young children) as able meaning-makers and problem-posers. Secondly, it is shown how philosophical knowledge changes the questions lecturers, teachers and primary children ask and how these can disrupt naturalised psychological discourses about child and childhood. The argument is supported by showing how the picturebook "Angry Arthur" by Oram and Kitamura can be used in teacher education to teach key theoretical distinctions in the philosophy of emotions and how these ideas challenge the still current discourse of developmentality through deep readings that are also literal and not symbolic or figurative as often assumed. "Angry Arthur" is therefore suggested as a useful text in teacher education especially in combination with the community of enquiry pedagogy.
Descriptors: Picture Books, Teacher Education Curriculum, Textbook Content, Textbook Evaluation, Instructional Material Evaluation, Educational Philosophy, Ambiguity (Context), Communities of Practice, Children, Emotional Development, Developmental Psychology, Reader Text Relationship
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
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