Pedagogical Encounters: Feminist Philosophy and Education
Dundee, 22-23 June 2012.
Morwenna Griffiths (Chair of Classroom Learning, Moray House School of Education, Edinburgh University)
Graeme Nixon (Programme Director, Studies in Mindfulness, School of Education, University of Aberdeen)
Amy Shuffelton (Department of Educational Foundations, University of Wisconsin-Whitewater)
With sessions on:
Philosophy for Children (led by Kath Jones, ‘Blooming Minds’ & University of Greenwich)
Philosophy in Prisons (led by Aislinn O’Donnell, Philosophy of Education at Mary Immaculate College, University of Limerick)
Feminist Philosophy and Education (led by Rachel Jones, University of Dundee and Aislinn O’Donnell).
CALL FOR PARTICIPANTS
This event will stage a series of encounters between contemporary feminist philosophers, philosophers of education, and those involved in teaching philosophy and in teaching teachers.
We are particularly interested in thinking about relationality, a concept which has been central to much recent feminist thought. This is reflected in notions of a relational self and relational autonomy, as well as in debates around intersubjectivity, embodiment and power relations. How might feminist attempts to shift the focus from the modern ideal of self-contained autonomy to the relations that constitute and sustain embodied individuals translate into a specifically pedagogical context? How might a feminist attentiveness to intersubjectivity, embodied relations, and dependency inform pedagogical practice in the classroom?
Equally, we are interested in how a focus on pedagogical relations might put pressure upon or otherwise transform feminist thinking around relationality. How do processes of learning, transformation and growth inflect our understanding of the role of relations in shaping individuals, as well as our models of responsibility, ethical encounter, and autonomy? How might a ‘mindful pedagogy’ and an attentiveness to the complexities of student/teacher relationships inform feminist thinking about selves and their relations to others?
To further this encounter, the workshop will feature sessions exploring pedagogical relations across a variety of contexts, including the teaching of teachers, teaching philosophy to children, student-teacher friendships, and teaching philosophy in prisons.
We are seeking proposals for further contributions to this event. These could take the form of 20 minute talks or papers, or the introduction of material for group discussion.
Possible topics include but are not restricted to the following:
- reflections on relational pedagogy and/or the ethics of the pedagogical encounter, across a range of educational contexts/environments
- aspects of contemporary feminist philosophy relevant to philosophy of education, pedagogical relations, and/or pedagogical practice
- the role of difference and/or embodiment in the educational context (including but not restricted to gender difference and sexed embodiment)
- the pedagogical relations involved in the teaching of philosophy
- the dynamics of the pedagogical encounter: mindfulness, vulnerability, attentiveness, shame, love, dependence, compassion, power, violence, friendship, responsibility
- creative methodologies and pedagogical practices attentive to relationality
- exploration of the relationship between the pedagogical turn and/or socially engaged practice, and contemporary work in art, feminist thought, and philosophy
Proposals of c.500 words should be emailed to Rachel Jones by Monday April 30th 2012, at the following email address: firstname.lastname@example.org
Bursaries: a limited number of travel/accommodation bursaries are available to enable teachers, postgraduates or early career practitioners/researchers to participate in this event. Please indicate when submitting your abstract if you wish to be considered for a bursary, indicating your academic status (e.g. PhD student, early career practitioner).