We have learned from feminist philosophy and critical theory that neutrality is a myth; this applies also to the seemingly neutral ways we structure our courses, design our assignments, and assess student achievement and mastery of material. Despite efforts to diversify the content of philosophy classes by ensuring that philosophy written by a diverse and representative selection of philosophers is studied, students still may be alienated when required to participate in a discourse that is not their own. We explore and argue the need for decentering playfulness in philosophy classrooms.
Hypatia: A Journal of Feminist Philosophy
Link to Published Version
Lintott, Sheila and Skitolsky, LIssa. "Inclusive Pedagogy: Beyond Simple Content." Hypatia: A Journal of Feminist Philosophy (2016) : 447-459.
Curriculum and Social Inquiry Commons, Feminist Philosophy Commons, Other Philosophy Commons, Race, Ethnicity and Post-Colonial Studies Commons, Scholarship of Teaching and Learning Commons, Social and Philosophical Foundations of Education Commons