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 language | English |
---|---|
Pages (from-to) | 2-11 |
Number of pages | 0 |
Journal | Thinking: The Journal of Philosophy for Children |
Volume | 19 |
Issue number | 1 |
Publication status | Published - 2008 |
Keywords
- picturebooks
- philosophy
- children