The Community of Philosophical Inquiry in Question: Examining the Role of the Facilitator in Deliberative Discussion.

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Bibliographic Details
Title:	The Community of Philosophical Inquiry in Question: Examining the Role of the Facilitator in Deliberative Discussion.
Authors:	Lucas, Ashley G.¹, Milligan, Andrea², Bacharach, Sondra²
Source:	Democracy & Education. 2024, Vol. 32 Issue 1, p1-9. 9p.
Subject Terms:	*Community of inquiry, Social justice, Intersubjectivity
Abstract:	This article examines the democratic hopes for the community of philosophical inquiry (CPI), a mode of deliberative discussion, when social justice is both the topic and the goal of discussion. It shares insights from a CPI that was used as an intersubjective research method (Golding, 2015) to enable the authors to interrogate their assumptions about "teaching for social justice." The "bake sale" was a recurrent metaphor employed by the group to reject thin conceptions and pedagogical practices of social justice. However, the inquiry became blocked at a level of externalized analysis and arguably perpetuated injustice. This article uses the productive force of the authors' failures to consider the methodological and facilitative conditions that could have promoted a deeper interrogation of teaching for social justice. In affirming calls for greater attention to the dynamics of race, positionality, and power in CPI (e.g., Burgh & Yorshanky, 2011; Chetty, 2017, 2018; Chetty & Suissa, 2017; Reed-Sandoval & Sykes, 2017; Vansieleghem & Kennedy, 2011), we argue that facilitators seeing themselves and the CPI as "being in question" (Biesta, 2017) is central to the viability of the CPI to pursue social justice aims. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This article examines the democratic hopes for the community of philosophical inquiry (CPI), a mode of deliberative discussion, when social justice is both the topic and the goal of discussion. It shares insights from a CPI that was used as an intersubjective research method (Golding, 2015) to enable the authors to interrogate their assumptions about "teaching for social justice." The "bake sale" was a recurrent metaphor employed by the group to reject thin conceptions and pedagogical practices of social justice. However, the inquiry became blocked at a level of externalized analysis and arguably perpetuated injustice. This article uses the productive force of the authors' failures to consider the methodological and facilitative conditions that could have promoted a deeper interrogation of teaching for social justice. In affirming calls for greater attention to the dynamics of race, positionality, and power in CPI (e.g., Burgh & Yorshanky, 2011; Chetty, 2017, 2018; Chetty & Suissa, 2017; Reed-Sandoval & Sykes, 2017; Vansieleghem & Kennedy, 2011), we argue that facilitators seeing themselves and the CPI as "being in question" (Biesta, 2017) is central to the viability of the CPI to pursue social justice aims. [ABSTRACT FROM AUTHOR]
ISSN:	10853545
DOI:	10.65214/2164-7992.1581