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Picturebooks, pedagogy, and philosophy /

Haynes, Joanna, (1953- )

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Picturebooks, pedagogy, and philosophy /

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Picturebooks, pedagogy, and philosophy // Joanna Haynes and Karin Murris.
Author:	Haynes, Joanna,
other author:	Murris, Karin.
Published:	New York :Routledge, : 2012. ,
Description:	xiv, 269 p. :ill. ;24 cm.
Subject:	Creative teaching. -
ISBN:	0415817927 (pbk.) :

Picturebooks, pedagogy, and philosophy /
Haynes, Joanna,1953-

Picturebooks, pedagogy, and philosophy /Joanna Haynes and Karin Murris. - New York :Routledge,2012. - xiv, 269 p. :ill. ;24 cm. - Routledge research in education ;60 . - Routledge research in education ;32..

Includes bibliographical references and index.

Introduction : censorship and controversy in the classroom -- Provocative picturebooks: --

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.

ISBN: 0415817927 (pbk.) :UK30.00

LCCN: 2011004383 Subjects--Topical Terms:

2067617
Creative teaching.

LC Class. No.: LB14.7 / .H39 2012

Dewey Class. No.: 370.11/5

Picturebooks, pedagogy, and philosophy /
LDR:02476cam a2200265 a 450 001 1933059
003 OCoLC
005 20141107021343.0
008 140909s2012 nyua b 001 0 eng
010 $a 2011004383
020 $a 0415817927 (pbk.) : $c UK30.00
020 $a 9780415817929 (pbk.)
020 $a 9780415880800 (hbk)
020 $a 0415880807 (hbk)
020 $a 0203807014 (ebk)
020 $a 9780203807019 (ebk)
040 $a DLC $b eng
050 0 0 $a LB14.7 $b .H39 2012
082 0 0 $a 370.11/5 $2 22
100 1 $a Haynes, Joanna, $d 1953- $3 2067615
245 1 0 $a Picturebooks, pedagogy, and philosophy / $c Joanna Haynes and Karin Murris.
260 # $a New York : $b Routledge, $c 2012.
300 $a xiv, 269 p. : $b ill. ; $c 24 cm.
490 1 0 $a Routledge research in education ; $v 60
504 $a Includes bibliographical references and index.
505 0 # $t Introduction : censorship and controversy in the classroom -- $g Provocative picturebooks: -- $t Playing with dangerous picturebooks -- $t Not so innocent picturebooks -- $t From philosophical novels to picturebooks -- $t Picturebooks as philosophical texts -- $t Emotions and picturebooks -- $t Literary and philosophical responses to picturebooks -- $g Being child: -- $t Slippage between realms -- $t Talking dogs and moving bears : the realm of meaning -- $t Philosophy, adult and child -- $t Authentic ownership of knowledge and understanding -- $g Philosophical listening: -- $t Listening and juggling in philosophical space -- $t Listening and not listening in schools -- $t Towards a critical practice of philosophical listening.
520 # $a 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.
650 # 0 $a Creative teaching. $3 2067617
650 # 0 $a Critical pedagogy $v Cross-cultural studies. $3 1580171
650 # 0 $a Education $x Philosophy $v Cross-cultural studies $3 684109
650 # 0 $a Multicultural education. $3 580107
700 1 # $a Murris, Karin. $3 2067616
830 0 $a Routledge research in education ; $v 32. $3 1309915