<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1984-5987</journal-id>
<journal-title><![CDATA[Childhood & Philosophy]]></journal-title>
<abbrev-journal-title><![CDATA[child.philo]]></abbrev-journal-title>
<issn>1984-5987</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado do Rio de Janeiro]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-59872020000100201</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2020.47899</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Mapping identity prejudice: locations of epistemic injustice in philosophy for/with children]]></article-title>
<article-title xml:lang="pt"><![CDATA[Mapeando preconceito de identidade: locais da injustiça epistêmica na filosofia para/com crianças]]></article-title>
<article-title xml:lang="es"><![CDATA[Mapeo de prejuicios de identidad: ubicaciones de injusticia epistémica en filosofía para/con niños]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Elicor]]></surname>
<given-names><![CDATA[Peter Paul Ejera]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Ateneo de Davao University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Philippines</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>16</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-59872020000100201&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872020000100201&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872020000100201&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[abstract This article aims to map the locations of identity prejudice that occurs in the context of a Community of Inquiry. My claim is that epistemic injustice, which usually originates from seemingly &#8216;minor&#8217; cases of identity prejudice, can potentially leak into the actual practice of P4wC. Drawing from Fricker, the various forms of epistemic injustice are made explicit when epistemic practices are framed within concrete social circumstances where power, privilege and authority intersect, which is observable in school settings. In connection, despite the pedagogical improvements P4wC offers, some forms of identity prejudice prevalent in traditional classrooms may persist, affecting children who are identified with negatively stereotyped social groups. It is, therefore, important to pay attention to the reality of epistemic injustice and the possible locations where it may potentially surface in the COI. Drawing from my P4wC experience, I show that identity prejudice stems from the intersections of the roles and positionalities of the participants in a philosophical dialogue. These intersections point towards the epistemic relationships of the P4wC teacher, the students, and the P4wC program itself. I conclude that identity prejudice arises circumstantially and/or substantively in P4wC scholarship and practice.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[resumo Este artigo tem como objetivo mapear os locais de preconceito de identidade que podem se manifestar no contexto de uma Comunidade de Investigação. O argumento aqui é que a injustiça epistêmica, que geralmente começa com casos aparentemente "menores" de preconceito de identidade, poderia potencialmente vazar para a prática real do FcpC. Partindo de Fricker, as várias formas de injustiça epistêmica são explicitadas quando as práticas epistêmicas são enquadradas em circunstâncias sociais concretas em que poder, privilégio e autoridade se cruzam, o que é observável nos ambientes escolares. Em conexão, apesar das melhorias pedagógicas oferecidas pela FcpC, algumas formas de preconceito de identidade prevalecentes nas salas de aula tradicionais podem persistir, afetando crianças identificadas com grupos sociais estereotipados negativamente. Portanto, é importante prestar atenção à realidade da injustiça epistêmica e aos possíveis locais onde ela pode surgir potencialmente na COI. Com base na minha experiência na FcpC, mostro que o preconceito de identidade decorre das interseções dos papéis e posicionamentos dos participantes de um diálogo filosófico. Essas interseções apontam para as relações epistêmicas do professor de FcpC, dos alunos e do próprio programa de FcpC. Concluo que o preconceito de identidade surge circunstancial e/ou substancialmente na bolsa de estudos e na prática da FcpC.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[resumen Este artículo tiene como objetivo mapear prejuicios de identidad que pueden manifestarse en el contexto de una Comunidad de Investigación. La argumentación aquí es que la injusticia epistémica, que generalmente comienza con casos aparentemente "menores" de prejuicio de identidad, podría filtrarse en la práctica real de P4wC. Partiendo de Fricker, las variadas formas de injusticia epistémica se hacen explícitas cuando las prácticas epistémicas se enmarcan dentro de las circunstancias sociales concretas donde se cruzan el poder, el privilegio y la autoridad, lo cual es más observable en entornos escolares. En relación con esto, a pesar de las mejoras pedagógicas que ofrece P4wC, algunas formas de prejuicio de identidad que prevalecen en las aulas tradicionales pueden persistir y afectar particularmente a los niños y niñas que se identifican con grupos sociales estereotipados negativamente. Por lo tanto, es crucial prestar atención a la realidad de la injusticia epistémica y los posibles lugares donde podría surgir potencialmente en la COI. A partir de mi experiencia en P4wC, muestro que el prejuicio de identidad puede provenir de las intersecciones de roles y posiciones de los participantes en un diálogo filosófico. Estas intersecciones pertenecen a las relaciones epistémicas entre el maestro en P4wC, los alumnos y la propia P4wC. Concluyo que el prejuicio de identidad surge circunstancial y/o sustancial en los estudios y en la práctica de P4wC.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[epistemic injustice]]></kwd>
<kwd lng="en"><![CDATA[testimonial and hermeneutic injustice]]></kwd>
<kwd lng="en"><![CDATA[identity prejudice]]></kwd>
<kwd lng="en"><![CDATA[community of inquiry]]></kwd>
<kwd lng="en"><![CDATA[philosophy for/with children]]></kwd>
<kwd lng="pt"><![CDATA[injustiça epistêmica]]></kwd>
<kwd lng="pt"><![CDATA[testemunho e injustiça hermenêutica]]></kwd>
<kwd lng="pt"><![CDATA[preconceito]]></kwd>
<kwd lng="pt"><![CDATA[comunidade de investigação]]></kwd>
<kwd lng="pt"><![CDATA[filosofia para/com crianças]]></kwd>
<kwd lng="es"><![CDATA[injusticia epistémica]]></kwd>
<kwd lng="es"><![CDATA[injusticia testimonial y hermenéutica]]></kwd>
<kwd lng="es"><![CDATA[perconcepto]]></kwd>
<kwd lng="es"><![CDATA[comunidad de investigación]]></kwd>
<kwd lng="es"><![CDATA[filosofía para / con niños]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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