The ‘Wrong Message’:Risk, Censorship and the Struggle for Democracy in Primary School

J Haynes, K Murris

    Research output: Contribution to journalArticlepeer-review

    Abstract

    An original approach is taken to analysis of teachers’ censorial responses to picturebooks by three major children’s authors: Maurice Sendak, Max Velthuijs and Tomi Ungerer. Critically engaging with Lipman’s framing of philosophy with children as transformative, and Dewey’s idea of schooling as a form of community life, the paper articulates a philosophical argument for more participatory and democratic classroom practice and against avoidance of controversy and censorship of enquiry.
    Original languageEnglish
    Pages (from-to)2-11
    Number of pages0
    JournalThinking: The Journal of Philosophy for Children
    Volume19
    Issue number1
    Publication statusPublished - 2008

    Keywords

    • picturebooks
    • philosophy
    • children

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