Kizel, A. (2013). Philosophy with Children in a Multi-Narratival Educational Environment: Abundance of Perspectives, Wealth of Identities, and Legitimization. In: Karlfriedrich Herb, Jen Glaser, Barbara Weber, Eva Marsal and Takara Dobashi (eds.) Narrative, Dreams, Imagination: Israeli and German Youth Imagine the Future. Münster: Lit Publisher, pp. 129 – 138.
This article sets out to analyze the way in which the theoretical foundations of Philosophy for Children can be enriched by the discourse on multiple narratives. This literature furthers our understanding of the community of inquiry, particularly within a pluralistic environment that explicitly seeks to promote a democratic culture. Within a Community of Philosophical Inquiry, children and teachers alike learn to trust the structures of classroom dialogue in the classroom and the systems through which discourse is negotiated. The integration of frameworks offered by narrative theory into Communities of Philosophical Inquiry, and vice versa, enables the creation of an enriching pedagogic space that: (i)theoretically legitimizes multiple narratives, (ii) allows children and teachers the freedom to engage in self-construction (iii), and uses narrative to recognize and go beyond their existing constructions and boundaries. This blending is of particular importance in multicultural societies in which the dialogue between narratives forms the basis for the existence of what Lipman calls "autonomy and self-government"