A 2,000 word essay developing a philosophical response to a question about educational policy or practice.

1. A 2,000 word essay developin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing a philosophical response to a question about educational policy or practice. General guidance on writin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing philosophy If you have not studied any philosophy before, you may fin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ind that writin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing a philosophy assignment is quite different from other academic writin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing that you may have undertaken. Philosophy relies centrally on argument - both analysin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing the arguments of others and workin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing out your own – and not primarily on gatherin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing data. So while you will certain" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inly need to read up on a topic before you can engage in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in the arguments, your own thin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inkin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing, reflection and writin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing are really what constitute the process of undertakin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing a piece of philosophical work. Often, you may fin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ind that it will only be in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in the process of writin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing that you can fully work out your argument. It is therefore crucial that you pay particular attention to the quality of your written work. This means ensurin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing that you express your thoughts and ideas clearly, and structure your work carefully. Often this is best achieved by dividin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing the work in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">into sections with subheadin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ings. It is useful to have an in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">introduction, which may be only a paragraph or two, outlin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing your structure; to ‘signpost’ where you are goin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing from time to time; and to draw the argument together in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in a conclusion. In the course of the module, and through your readin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ings, you will encounter ideas, positions and distin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inctions developed by philosophers both ancient and modern. It is important that you are able to demonstrate an understandin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing of these philosophical ideas and that, in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in your written work, you are able to explain" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in them clearly in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in your own words. But what we really want to do is to encourage and enable you to develop your own views and arguments about important (and educationally relevant) issues, based on the philosophical work that you have engaged with. So in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in your written work, you are expected to express your own views and to say what you thin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ink about a particular issue and, importantly, why you thin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ink it. This means not only articulatin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing a clear position on the topic you are writin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing about, but defendin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing it. There are various ways you can do this, in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">includin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing drawin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing on personal experience or examples in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in order to illustrate a poin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">int you want to make; referrin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing to an existin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing argument in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in the relevant literature and clarifyin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing to the reader why you fin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ind it compellin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing; appealin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing to reason; citin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing empirical evidence, or a combin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ination of all of these. What is essential is to avoid makin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing very general statements or assertions without tryin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing to explain" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in what you mean by them or why you believe them to be true. Here is an example that will help to make sense of the above general advice. Someone could, for example, write the followin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing sentence in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in an essay: “The aim of education is to prepare children to be productive members of society”. If I was readin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing this, I would probably respond in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in the followin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing way: • This sounds far too general. Do you mean that this is always the aim of education, everywhere in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in the world, or that it is the aim of education in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in contemporary Britain" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in? • Are you sayin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing that this is the stated aim of state education, as determin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ined by policy makers? If so, perhaps it is better described as “the aim of schoolin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing”, as there are many educational processes that children undergo that are not part of formal schoolin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing. • If you are sayin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing that this is the official aim of formal education in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in England (or elsewhere), where is this evident? Is it explicitly stated in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in policy documents? Is it reflected in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in the aims of the curriculum? Do you see evidence of it in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in teachin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing practices, or in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in the ways in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in which schools are organized? • Or are you perhaps sayin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing that you believe that this should be the aim of education? If so, why? One could certain" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inly suggest that there are other, more important aims of education: for example, I could say that “the aim of education is to teach children how to be decent moral human bein" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ings”; or “the aim of education is to pass on cultural values and traditions”. These are all normative statements, meanin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing that they in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">involve values and ideas about what is good or important in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in life. So defendin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing such statements means reflectin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing on what values are in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">involved in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in them, and why certain" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in values are more important than others; or perhaps who they are important to. • You may be referrin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing to a theoretical position you have encountered in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in your readin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing. Some theoretical positions about such questions as the aims of education may be very well developed by philosophers, and very in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">influential and familiar. But that does not mean that you have to agree with them. Sometimes explain" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing why you disagree with somebody else’s position can also be a valuable philosophical exercise. • Reflectin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing on this question and all the possible objections to it could lead one to wonder whether it even makes sense to ask such a question. Can we, or anyone, determin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ine what “the aim of education” should be? • There are also questions one could ask about the terms used in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in this statement. For example, what is meant by the phrase “a productive member of society”? Would this exclude, for example, someone who lives a solitary life of religious contemplation? What ways if life are implicitly valued in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in this statement, and what does this tell us about the aims of education in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in our society? I could go on and on like this, but the poin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">int is not to show how philosophy requires that you always defin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ine every term you are usin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing unambiguously or that you anticipate every possible question and provide a watertight answer to it. The poin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">int is to encourage you to reflect on why you believe certain" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in positions or ideas are valuable and worth defendin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing, and to articulate this reflection in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in your writin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing. This will probably sound very vague and possibly dauntin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing. The important thin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing to remember is that writin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing philosophy, to the extent that it can be thought of as a skill, is a skill that one can only learn through practice. The more philosophy you read, the more you engage in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in philosophical discussion with your peers and tutors, the more you practice pieces of philosophical writin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing, the more you will come to feel that you can do philosophy and, hopefully, the more you will enjoy it. Fin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inally, a good habit to adopt is to read your essay out loud to a friend, family member or colleague when you have fin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inished writin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing it. See if it makes sense to them and if it sounds coherent. If it does, you are probably on the right track. You may fin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ind the followin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing onlin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ine resources on writin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing philosophy useful: http://www.hps.cam.ac.uk/research/wp.html http://www.sfu.ca/philosophy/writin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing.htm General Assessment Guidance The expectations of this piece of assessment are: 1. That you choose a topic that is educationally relevant. This could be a topical issue to do with current educational policy in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in the UK or in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in other in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">international contexts; for example, selective schoolin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing, and parental choice in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in education. 2. That you articulate a question about it that is philosophical in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in nature, rather than empirical. Given the length of the assignment, it is not a good idea to choose a very broad question - e.g. “What are the aims of education?” - as you will not be able to go in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">into it in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in sufficient depth. 3. That you demonstrate to the reader that you have understood what form a philosophical response to your question could take. We do not expect you to produce a fully developed philosophical argument, but we do expect to see some in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">independent argument in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in your essay (see above guidelin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ines on writin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing philosophy). What we are lookin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing for here is evidence that you have thought about the topic and formed your own view on it, and that you are able to present and defend this in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in a compellin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing manner. 4. That you show that you have engaged with some of the relevant philosophical literature on your chosen topic. Again" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in, there is no expectation that you offer a comprehensive literature review of everythin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing that philosophers have had to say on a given topic, but we are lookin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing for evidence of understandin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing of and reflection on some philosophical work, either from the module readin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ings or from broader philosophical literature that you have identified. 5. That you present your work in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in a clearly written style and that you pay particular attention to referencin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing conventions Specific aspects of the markin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing criteria (see below) that will be drawn on when assessin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing the assignment: Knowledge & understandin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing: ? Evidence that your writin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing is in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">informed by an understandin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing of the relevant philosophical literature. ? Evidence that you have understood and reflected on the ideas and concepts you are workin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing with; in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">includin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing an awareness of any possible tensions and complexities in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">involved in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in them. ? Evidence that you have reflected on the relationship between the philosophical and the empirical aspects of your topic. Intellectual skills: ? A clear, logical structure to your writin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing, so that the reader can follow your argument throughout the text. ? Careful and appropriate use of quotes from relevant sources, examples or empirical data to support and/or illustrate the claims that you are makin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing Scholarly practices: ? Careful, complete and accurate referencin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing ? Engagement with a range of relevant literature, as appropriate (preferably more than one source). Referencin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing and Plagiarism The similarities need to less than 10% and a 2000 word essay needs at least 10 references. The preferred style of referencin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in our disciplin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ine is the Harvard Referencin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing System, often known as “the author and date system.” There are numerous onlin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ine guides and examples to help you ensure that you reference your sources correctly. The general prin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inciple in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in referencin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing is that the reader should be able to follow up your references. This means givin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing the full details that would enable any reference to be traced, in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">includin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing publisher, place of publication, date, and page reference for quotations. The followin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing are two topics I learned in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in this module. You can only relate one of these topics to the essay question. Or you can just come up with a question that related to education as the essay question just like the guidance said before. For the record, you need to send the question to me when you’ve settled the question. And I want to make sure that I am satisfyin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing with the essay question. 1.Questions about Faith and Secularism in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in Education In this session some ways in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in which philosophers, especially philosophers of education, have addressed issues to do with religious belief and practice. You can explore how questions to do with the role of religion in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in children’s education and upbrin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ingin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing connect with broader questions about the nature of liberal society, ideas about public education and the common school, the value of autonomy, and the rights of parents and children. The followin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing are some readin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ings may useful. Essential Readin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ings Haydon, Graham (1994) “Conceptions of the Secular in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in Society, Polity and Schools”, Journal of Philosophy of Education, Vol. 28, No. 1, pp. 65-75. Recommended Additional Readin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ings Alexander, H. and McLaughlin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in, T. (2003) “Education in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in Religion and Spirituality”, in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in Blake, Nigel et al (Eds) The Blackwell Guide to the Philosophy of Education. Bhargava, Rajeev (2010) “States, Religious Diversity, and the Crisis of Secularism”,Hedgehog Review12: 8–22. http://www.iasc-culture.org/THR/THR_article_2010_Fall_Bhargava.php Craig, William Lane and Sin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">innott-Armstrong, Walter (2007) “God and Objective Morality: A Debate”, in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in Russ Shafer-Landau (Ed) Ethical Theory, Blackwell. Gardner, Peter (1988) “Religious Upbrin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ingin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing and the Liberal Ideal of Religious Autonomy”, Journal of Philosophy of Education, Vol. 22, No. 1, pp. 89-105. Hobson, Peter R. and Edwards, John (1999) Religious Education in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in a Pluralist Society: The Key Philosophical Issues, Routledge. McLaughlin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in, Terence (1984) “Parental Rights and the Liberal Upbrin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ingin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing of Children”, Journal of Philosophy of Education, Vol. 18, No. 1, pp. 75-83. Modood, Tariq (2010)“Moderate Secularism, Religion as Identity and Respect for Religion”, Political Quarterly81, pp.4–14. Williams, Kevin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in (2007) “Religious Worldviews and the Common School: The French Dilemma”, Journal of Philosophy of Education, Vol. 41, No. 4, pp. 675–692. Zagzebski, Lin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inda (1987) “Does Ethics Need God?” Christianity and Ethical Theory, Vol. 4, No. 2, pp. 294-303. 2.Philosophy and Race: Questions of Identity and Difference In this session we will discuss how questions about “who and what we are” raise philosophically important and in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">interestin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing issues to do with identity and difference, and how these issues have been addressed by philosophers workin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing within" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in the growin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing field of the critical philosophy of race. We will explore some of the arguments developed by philosophers workin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing within" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in this field and their epistemological, political and moral significance, with a focus on their relevance for central questions about the content, control and provision of education. Essential Readin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ings Mills, Charles (1998) “’But what are you really?’ The Metaphysics of Race”, in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in Mills, C. Blackness Visible; Essays on Philosophy and Race, Cornell University Press, pp. 41-66. Recommended Additional Readin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ings Boyd, Dwight (1997) “The Place of Locatin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing Oneself/(ves)/Myself(ves) in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in Doin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing Philosophy of Education” (PES Yearbook) http://ojs.ed.uiuc.edu/in" rel="nofollow">in" rel="nofollow">in" rel="nofollow">index.php/pes/article/viewFile/2164/859 Fanon, Frantz (2008) (1952) Black Skin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in, White Masks, Grove Press. hooks, bell (1987) Ain" rel="nofollow">in" rel="nofollow">in" rel="nofollow">in’t I a Woman: Black Women and Femin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">inism, Pluto Press. Mills, Charles (2015) “Decolonizin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing Western Political Philosophy,” New Political Science, Vol. 37, No. 1, pp. 1-24. Willin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">insky, John (1998) Learnin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing to Divide the World; Education at Empire’s End, University of Min" rel="nofollow">in" rel="nofollow">in" rel="nofollow">innesota Press. Yancy, George (2012) (Ed.) Reframin" rel="nofollow">in" rel="nofollow">in" rel="nofollow">ing the Practice of Philosophy: Bodies of Color, Bodies of Knowledge. SUNY Press (2012). Yancy, George (2008) “Elevators, Social Spaces and Racism: A Philosophical Analysis.” Philosophy & Social Criticism, Vol. 34, No. 8, 2008: 827-860.