Picturebooks, Pedagogy and Philosophy

by Joanna Haynes, Karin Murris

A CHOICE Outstanding Academic Title 2012! Contemporary picturebooks open up spaces for philosophical dialogues between people of all ages. As works of art, picturebooks offer unique opportunities to explore ideas and to create meaning collaboratively. This book considers censorship of certain well-known picturebooks, challenging the assumptions on which this censorship is based. Through a lively exploration of children’s responses to these same picturebooks the authors paint a way of working philosophically based on respectful listening and creative and authentic interactions, rather than scripted lessons. This dialogical process challenges much current practice in education. The authors propose that a courageous and critical practice of listening is central to the facilitation of mutually educative dialogue. This book will be of interest to scholars and students of education studies, philosophy of education, literacy teaching and learning, children’s literature, childhood and pedagogy.

284 pages, Hardcover

First published September 27, 2011

Reviews

[Sue Lyle · Rating 5 out of 5]

I can thoroughly recommend this book to everyone interested in Philosophy for Children pedagogy, for those who are interested in the construct child/adult, who wish to reflect on what listening means when we interact with children. These two experienced and reflective philosophers, teachers and committed human beings provide an insight into their practice and their thinking that is informed by extensive reading, practice and collaboration. I was inspired by their writing and want to improve my practice and deepen my reflection. It is rare to get a scholarly discussion that is so thoroughly informed by practice.