Papers by Darren Chetty
BERA Blog, 2022
Darren Chetty has written a number of articles relating to Philosophy for Children, racism and mu... more Darren Chetty has written a number of articles relating to Philosophy for Children, racism and multiculturalism. The Dwelling Together film referred to in this interview shows him facilitating philosophical conversation with a racially diverse group of adults.
childhood & philosophy, 2014
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في حين يتم التذرع بالعنصرية المستمرة كدليل على الحاجة الملحة لفلسفة الأطفال، لا يوجد سوى نماذج ... more :
في حين يتم التذرع بالعنصرية المستمرة كدليل على الحاجة الملحة لفلسفة الأطفال، لا يوجد سوى نماذج قليلة في الأدب الحالي تتناول هذا الموضوع. بالاعتماد على النظرية العرقية النقديةCritical Race Theory (CRT) والمجال المرتبط بدراسات البياض النقدية Critical Whiteness Studies (CWS)، أزعم أن العنصرية متأصلة بعمق في ثقافة المجتمع، وأفضل فهم لها في سياق “البياض”. تحليل كتابين مصورين تم التوصية بهما كنقاط انطلاق للتساؤل الفلسفي في التعددية الثقافية والعنصرية والتنوع باتباع ملم لـ النظرية العرقية الناقدة CRT) )- إلمر وَ تاسك تاسك Elmer and Tusk Tusk من تأليف ديفيد ماكي David McKee، أجادل أنه بينما يُنظر إلى استخدام القصص مع الحيوانات على أنها تقدم للأطفال غالبًا راحة البعد عن الموضوعات العاطفية، وهذا له تأثير في فصل العنصرية عن حقائقها الزمنية والمكانية، مما يحد من فرص التعامل فلسفيًا معها بدلاً من تعزيزها. أنا أقف بجانب ممارسة القراءة ضد النص مع الأخذ بعين الاعتبار العقبات المعرفية والعملية لهذه الممارسة بالاعتماد على تجاربي الخاصة في مناقشة العرق مع ممارسي الفلسفة للأطفال P4C في المملكة المتحدة. أحاول أن أوضح كيف أن اختيار المواد الموصى بها إلى جانب مبادئ الفلسفة للأطفال P4C الشائعة، يهيئ بيئة يكون فيها التعامل الفلسفي مع العرق والعنصرية الذي يتناول الحديث عن “البياض” أمرًا مستبعدًا للغاية. وهذا يقودني إلى طرح فكرة مجتمع التساؤل المسوّر.
الكلمات الدلالية: مجتمع التساؤل، العنصرية، البياض، التعددية الثقافية، التنوع، الكتب المصورة.
Analytic Teaching and Philosophical Praxis, 2022
With a view to promoting scholarly argumentation, in this essay we consider issues addressed by ... more With a view to promoting scholarly argumentation, in this essay we consider issues addressed by Wendy Turgeon and Thomas E. Wartenberg in their essay, “Teaching Philosophy with Picture Books” in the second volume of Analytic Teaching and Philosophical Praxis (ATTP) devoted to original essays by “veterans” of the philosophy for children movement (Volume 41, Issue 1, 2021), guest edited by Susan Gardner. We agree with Turgeon and Wartenberg that the question of what kinds of materials are best suited to philosophizing with children continues to be an important topic of research and of debate in our field and, while we appreciate their insights, we characterize the terms and the nature of the debate differently. In doing so, we challenge some of their arguments, as well as their representations and interpretations of certain scholars in the field. In addition, because they review another of the most important current debates in the field—systemic racism in children’s literature, in academic research, and in the politics of philosophical dialogue with children—we present an account of our position.
darkmatter - (De)facing the Dark Face of Europe. Issue 15., 2020
In November 2014, the European Race and Imagery Foundation (ERIF) hosted its first Returning the ... more In November 2014, the European Race and Imagery Foundation (ERIF) hosted its first Returning the Gaze conference. The event had a specific focus on “Blackface in Europe” and sought out contributions that would reflect both the varying forms of blackfacing as well as actions taken against such racist practices across the continent.
While the conference had five panels in total, one around imagery targeted at children stood out in particular. One of the contributors – Kahya Engler, a mother, activist and solar energy professional based in Amsterdam – gave a presentation on racialized imagery in children’s books and her quest to find empowering books with characters of colour for her son’s school. Another of the contributors – Darren Chetty, a school teacher and philosopher based in London – discussed how ideas of identity and belonging are put across in childrens’ storybooks featuring animals, rather than explicit references to race.
Philosophy and Community Theories, Practices and Possibilities, 2020
This chapter offers reflections on a philosophy project conceived of and run by Darren Chetty and... more This chapter offers reflections on a philosophy project conceived of and run by Darren Chetty and Abigail Bentley. The project, 'Dwelling Together in Diverse Spaces' employs a community of inquiry approach to explore issues relating to racism, multiculturalism and education with a diverse group of adults. Critical reflections of the project are presented through a conversation between two of the authors. It is argued that the outcome of the project, a publically available film, addresses a lacuna in the literature, materials and training relating to Philosophy for Children (P4C) and racism. The benefits and challenges of undertaking such a project are discussed and the concept of 'epistemic exploitation' is explored in regard to the subject and process of the dialogue and the production of the film itself.
Sociale Vraagstukken, 2019
Burgerschapsonderwijs is een belangrijke missie op scholen. Met de toegenomen aandacht voor zelfr... more Burgerschapsonderwijs is een belangrijke missie op scholen. Met de toegenomen aandacht voor zelfredzaamheid en kennis over het politieke systeem zitten we op het goede spoor. Maar dat geldt niet voor de kunst om met verschillende meningen om te gaan. Kan ons onderwijs die burgerschapsvorming wel aan gegeven een aantal praktische uitdagingen en de geïnstitutionaliseerde blinde vlek voor ons koloniale verleden?
Journal of World Popular Music, 2018
In this article, we offer philosophical reflections on our participation in a hip hop network and... more In this article, we offer philosophical reflections on our participation in a hip hop network and seminar series, UK HipHopEd, where British hip hop artists, activists and educators meet to deliberate over the politics of their work. We analyse this dialogic cultural space with reference to Megan Boler’s notion of a “pedagogy of discomfort”. We argue that the productive tension of the seminars owes much to the diversity of the participants. We discuss how these participants, despite a common interest in hip hop, may have to bridge epistemological and ontological divides in order to understand and accept each other. We examine how dialogue can founder on intransigence and dogmatism when discomfort becomes too difficult to tolerate. We conclude that these reflexive encounters can, however, cultivate a willingness to “stay with” discomfort. This, we insist, opens up new educational and activist horizons within and beyond UK HipHopEd, which are alive to transformative encounters.
In this paper, I argue that the notion of ‘reasonableness’ that is, for many, at the heart of the... more In this paper, I argue that the notion of ‘reasonableness’ that is, for many, at the heart of the Philosophy for Children (P4C) approach particularly and education for democratic citizenship more broadly, is constituted within the epistemology of ‘white ignorance’ and operates in such a way that it is unlikely to transgress the boundaries of white ignorance so as to view it from without. Drawing on scholarship in critical legal studies and social epistemology, I highlight how notions of reasonableness often include consensus, ‘racialised common sense’ and the ‘typical’ view. In addition the promotion of particular dispositions on the grounds of ‘reasonableness’ both promotes stability and limits how one may think otherwise. Thus, P4C practices that fail to historicise, examine and challenge prevailing notions of reasonableness establish an epistemically ‘gated’ community of inquiry.
Poet and educator Pie Corbett advocates teaching children how to write stories through the sequen... more Poet and educator Pie Corbett advocates teaching children how to write stories through the sequence “imitate, innovate, invent” . In his film “Everything is a Remix” , Kirby Ferguson describes the basic elements of creativity as ‘copy, combine, transform’. The two tricolons might look and sound similar but in fact by lowering the expectation of the final command to ‘transform’ from the grander ‘invent’, Ferguson in fact may be presenting a more radical view of creativity in which the pre-existing, source material always remains, however ‘original’ the new work is. Highlighting the limitation of conceiving of writing as 'self-expression' I suggest that one doesn’t develop a sense of ‘self’ in isolation from others, but rather through conversation with them. Expression is social.
(The Letters Page is a literary journal in letters edited by Jon McGregor.) funded by
Gert Biesta presented at the 2017 ICPIC conference in Madrid and published his paper in this Spec... more Gert Biesta presented at the 2017 ICPIC conference in Madrid and published his paper in this Special Issue. In this paper I attempt to bring into conversation his presentation, P4C practice, and work on racism and the Community of Inquiry. I do so by asking two main questions: 1) Is P4C an example of what Biesta terms ‘The Learnification of Education’? 2) Does the Community of Inquiry produce ‘Intelligent Adaptive Systems’? In so doing, I attempt to open up for further contributions an inquiry into the responsibilities of the teacher, particularly in conditions of continuing racial inequality and the extent to which the Community of Inquiry approach encourages participants to ask ‘is this an environment worth adapting to?’ I consider this question with reference to Matthew Lipman’s notion of ‘reasonableness’, Nicholas Burbules’ phrase ‘the hegemony of reasonableness’ and Gert Biesta’s notion of ‘grown-up-ness’. Favouring an analysis of the community of inquiry grounded in observable contexts, I reflect on the experience of listening to Biesta’s presentation at an international P4C conference where so few people racialised as other than white are present and where racism is given so little attention to ask myself whether this is an environment worth adapting to, and whether my ability to ask this is due to or despite the community of inquiry ethos.
In '"No Go Areas": Racism and Discomfort in the Community of Inquiry,' Darren Chetty and Judith S... more In '"No Go Areas": Racism and Discomfort in the Community of Inquiry,' Darren Chetty and Judith Suissa raise questions about the practice of Philosophy for Children from the experience of teaching philosophy in racially diverse school and university classrooms. Drawing on the critical philosophy of race, critical whiteness studies and social justice pedagogy, they argue that, despite references to equality and diversity, there are significant omissions in P4C literature and practice related to questions of race and racism. They propose that engaging with, and staying with, the discomfort prompted by discussions around race and racism is vital to any serious reflection and/or action on the democratic and social justice values of P4C.
Chapter in Nikesh Shukla (ed) (2016) The Good Immigrant. Unbound. London
Childhood & Philosophy, Jul 2014
Whilst continuing racism is often invoked as evidence of the urgent need for Philosophy for Child... more Whilst continuing racism is often invoked as evidence of the urgent need for Philosophy for Children, there is little in the current literature that addresses the topic. Drawing on Critical Race Theory (CRT) and the related field of Critical Whiteness Studies (CWS), I argue that racism is deeply ingrained culturally in society, and best understood in the context of ‘Whiteness’. Following a CRT-informed analysis of two picturebooks that have been recommended as starting points for philosophical enquiry into multiculturalism, racism and diversity – Elmer and Tusk Tusk by David McKee, I argue that whilst the use of stories with animals is commonly regarded as offering children the comfort of distance from emotionally challenging topics, this has the effect of separating racism from its temporal and spatial realities, which limits rather than enhances opportunities for engaging philosophically with it. I argue in favour of the practice of ‘reading against the text’ and consider the epistemological and practical obstacles to this practice drawing on my own experiences discussing race with P4C practitioners in the UK. I attempt to illustrate how the selection of recommended materials, combined with commonly held principles of P4C, make for a climate where a philosophical engagement with race and racism that considers the discourse of ‘Whiteness’ is highly unlikely to occur. This leads me to posit the idea of The Gated Community of Enquiry.
Conference Presentations by Darren Chetty
Slides from a presentation at the Oxford Reading Spree on 1st April 2017. Drawing on Rudine Sims ... more Slides from a presentation at the Oxford Reading Spree on 1st April 2017. Drawing on Rudine Sims Bishops' notion of Mirrors, Windows and Sliding Doors, I suggest a critical reading of how the omission and the inclusion of people racialised as other than white in British fiction has contributed to the formation of the 'monstrous other'. I make practical suggestions as to what teachers may do when teaching reading and writing, and the importance of dialogue in creating an ethos that is reflective and makes space for children to draw upon both taught subject content and their own experiences in their creative work.
Book Reviews by Darren Chetty
Book Review published in 'Educational Review'.
This book brings together a broad range of educat... more Book Review published in 'Educational Review'.
This book brings together a broad range of educators from different countries and of different racialised identities to examine culturally responsive pedagogy in teacher education. The editors wish to extend critical concern within higher education beyond analyses of neoliberalism and towards colonialism, which, they argue, signalled the beginning of modernity in the late 1400s. As the title suggests, the concepts of decolonisation, indigeneity and interculturalism are taken up by contributors, albeit with differing emphases and to different degrees.
Featuring top Young Adult authors and introducing a host of exciting new voices, this anthology o... more Featuring top Young Adult authors and introducing a host of exciting new voices, this anthology of stories and poetry from BAME (Black, Asian and Minority Ethnic) writers on the theme of change is a long-overdue addition to the YA scene.
Contributors include Tanya Byrne, Inua Ellams, Catherine Johnson, Patrice Lawrence, Ayisha Malik, Irfan Master, Musa Okwonga and Nikesh Shukla.
Plus introducing four fresh new voices in YA fiction: Mary Bello, Aisha Bushby, Yasmin Rahman and Phoebe Roy.
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Papers by Darren Chetty
في حين يتم التذرع بالعنصرية المستمرة كدليل على الحاجة الملحة لفلسفة الأطفال، لا يوجد سوى نماذج قليلة في الأدب الحالي تتناول هذا الموضوع. بالاعتماد على النظرية العرقية النقديةCritical Race Theory (CRT) والمجال المرتبط بدراسات البياض النقدية Critical Whiteness Studies (CWS)، أزعم أن العنصرية متأصلة بعمق في ثقافة المجتمع، وأفضل فهم لها في سياق “البياض”. تحليل كتابين مصورين تم التوصية بهما كنقاط انطلاق للتساؤل الفلسفي في التعددية الثقافية والعنصرية والتنوع باتباع ملم لـ النظرية العرقية الناقدة CRT) )- إلمر وَ تاسك تاسك Elmer and Tusk Tusk من تأليف ديفيد ماكي David McKee، أجادل أنه بينما يُنظر إلى استخدام القصص مع الحيوانات على أنها تقدم للأطفال غالبًا راحة البعد عن الموضوعات العاطفية، وهذا له تأثير في فصل العنصرية عن حقائقها الزمنية والمكانية، مما يحد من فرص التعامل فلسفيًا معها بدلاً من تعزيزها. أنا أقف بجانب ممارسة القراءة ضد النص مع الأخذ بعين الاعتبار العقبات المعرفية والعملية لهذه الممارسة بالاعتماد على تجاربي الخاصة في مناقشة العرق مع ممارسي الفلسفة للأطفال P4C في المملكة المتحدة. أحاول أن أوضح كيف أن اختيار المواد الموصى بها إلى جانب مبادئ الفلسفة للأطفال P4C الشائعة، يهيئ بيئة يكون فيها التعامل الفلسفي مع العرق والعنصرية الذي يتناول الحديث عن “البياض” أمرًا مستبعدًا للغاية. وهذا يقودني إلى طرح فكرة مجتمع التساؤل المسوّر.
الكلمات الدلالية: مجتمع التساؤل، العنصرية، البياض، التعددية الثقافية، التنوع، الكتب المصورة.
While the conference had five panels in total, one around imagery targeted at children stood out in particular. One of the contributors – Kahya Engler, a mother, activist and solar energy professional based in Amsterdam – gave a presentation on racialized imagery in children’s books and her quest to find empowering books with characters of colour for her son’s school. Another of the contributors – Darren Chetty, a school teacher and philosopher based in London – discussed how ideas of identity and belonging are put across in childrens’ storybooks featuring animals, rather than explicit references to race.
(The Letters Page is a literary journal in letters edited by Jon McGregor.) funded by
Conference Presentations by Darren Chetty
Book Reviews by Darren Chetty
This book brings together a broad range of educators from different countries and of different racialised identities to examine culturally responsive pedagogy in teacher education. The editors wish to extend critical concern within higher education beyond analyses of neoliberalism and towards colonialism, which, they argue, signalled the beginning of modernity in the late 1400s. As the title suggests, the concepts of decolonisation, indigeneity and interculturalism are taken up by contributors, albeit with differing emphases and to different degrees.
Contributors include Tanya Byrne, Inua Ellams, Catherine Johnson, Patrice Lawrence, Ayisha Malik, Irfan Master, Musa Okwonga and Nikesh Shukla.
Plus introducing four fresh new voices in YA fiction: Mary Bello, Aisha Bushby, Yasmin Rahman and Phoebe Roy.
في حين يتم التذرع بالعنصرية المستمرة كدليل على الحاجة الملحة لفلسفة الأطفال، لا يوجد سوى نماذج قليلة في الأدب الحالي تتناول هذا الموضوع. بالاعتماد على النظرية العرقية النقديةCritical Race Theory (CRT) والمجال المرتبط بدراسات البياض النقدية Critical Whiteness Studies (CWS)، أزعم أن العنصرية متأصلة بعمق في ثقافة المجتمع، وأفضل فهم لها في سياق “البياض”. تحليل كتابين مصورين تم التوصية بهما كنقاط انطلاق للتساؤل الفلسفي في التعددية الثقافية والعنصرية والتنوع باتباع ملم لـ النظرية العرقية الناقدة CRT) )- إلمر وَ تاسك تاسك Elmer and Tusk Tusk من تأليف ديفيد ماكي David McKee، أجادل أنه بينما يُنظر إلى استخدام القصص مع الحيوانات على أنها تقدم للأطفال غالبًا راحة البعد عن الموضوعات العاطفية، وهذا له تأثير في فصل العنصرية عن حقائقها الزمنية والمكانية، مما يحد من فرص التعامل فلسفيًا معها بدلاً من تعزيزها. أنا أقف بجانب ممارسة القراءة ضد النص مع الأخذ بعين الاعتبار العقبات المعرفية والعملية لهذه الممارسة بالاعتماد على تجاربي الخاصة في مناقشة العرق مع ممارسي الفلسفة للأطفال P4C في المملكة المتحدة. أحاول أن أوضح كيف أن اختيار المواد الموصى بها إلى جانب مبادئ الفلسفة للأطفال P4C الشائعة، يهيئ بيئة يكون فيها التعامل الفلسفي مع العرق والعنصرية الذي يتناول الحديث عن “البياض” أمرًا مستبعدًا للغاية. وهذا يقودني إلى طرح فكرة مجتمع التساؤل المسوّر.
الكلمات الدلالية: مجتمع التساؤل، العنصرية، البياض، التعددية الثقافية، التنوع، الكتب المصورة.
While the conference had five panels in total, one around imagery targeted at children stood out in particular. One of the contributors – Kahya Engler, a mother, activist and solar energy professional based in Amsterdam – gave a presentation on racialized imagery in children’s books and her quest to find empowering books with characters of colour for her son’s school. Another of the contributors – Darren Chetty, a school teacher and philosopher based in London – discussed how ideas of identity and belonging are put across in childrens’ storybooks featuring animals, rather than explicit references to race.
(The Letters Page is a literary journal in letters edited by Jon McGregor.) funded by
This book brings together a broad range of educators from different countries and of different racialised identities to examine culturally responsive pedagogy in teacher education. The editors wish to extend critical concern within higher education beyond analyses of neoliberalism and towards colonialism, which, they argue, signalled the beginning of modernity in the late 1400s. As the title suggests, the concepts of decolonisation, indigeneity and interculturalism are taken up by contributors, albeit with differing emphases and to different degrees.
Contributors include Tanya Byrne, Inua Ellams, Catherine Johnson, Patrice Lawrence, Ayisha Malik, Irfan Master, Musa Okwonga and Nikesh Shukla.
Plus introducing four fresh new voices in YA fiction: Mary Bello, Aisha Bushby, Yasmin Rahman and Phoebe Roy.
For many people, Wales brings to mind the same old collection of images – if it’s not rugby, sheep and rolling hills, it’s the 3 Cs: castles, coal, and choirs. Heritage, mining and the church are indeed integral parts of Welsh culture. But what of the other stories that point us toward a Welsh future?
In Welsh (Plural), some of the foremost current Welsh writers offer imaginative, radical perspectives that take us beyond the clichés and binaries that so often shape thinking about Wales and Welshness.
In 20 thought-provoking discussions, philosophers Adam Ferner and Darren Chetty examine some of today’s most pressing debates in politics, society and education. Opening up conversations about conversation, they offer helpful ways to navigate personal and political conflicts.
Explore the myriad ways we engage with others.
Discover actionable means to encourage positive, helpful debate.
Learn why productive disagreement is essential.
Address the challenging topics that need conversation.
Deejaying; emceeing; breaking; graffiti: these are commonly considered hip hop's four core elements. While hip hop contains multiple elements beyond its core, many hip hop artists, activists and fans worldwide understand and recognize a 'fifth element' as knowledge. This naming practice shows us how hip hop communities understand the importance of the history, values and artistry of the culture beyond their own temporal-spatial borders. With roots in the Universal Zulu Nation in the 1970s (Chang 2005), hip hop's fifth element includes aims of self-realization ('knowledge of self'), empowerment and information about the history of the genre as well as its key practitioners (Gosa 2015; Alim, Haupt, Williams 2018).