<?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>S1984-59872024000100106</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2024.80069</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[looking a trojan horse in the mouth: problematizing philosophy for/with children's hope for social reform through the history of race and education in the us]]></article-title>
<article-title xml:lang="pt"><![CDATA[olhando os dentes de um cavalo de Tróia: problematizando a esperança de reforma social da filosofia com/para crianças através da história da raça e da educação nos eua]]></article-title>
<article-title xml:lang="es"><![CDATA[mirándole los dientes a un caballo de troya: problematizando la esperanza de reforma social de la filosofía para/con niños a través de la historia de la raza y la educación en los ee.uu.]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[wurtz]]></surname>
<given-names><![CDATA[jonathan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,university of guam  ]]></institution>
<addr-line><![CDATA[mangilao ]]></addr-line>
<country>USA</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2024</year>
</pub-date>
<volume>20</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-59872024000100106&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872024000100106&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872024000100106&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[abstract Many P4/WC practitioners and theorists privilege the school as a space for thinking and practicing philosophy for/with children. Despite its coercive nature, thinkers such as Jana Mohr Lone, David Kennedy, and Nancy Vansieleghem argue that P4C is a Trojan horse intended to reform the education system from within. I argue, however, that the Trojan horse argument requires us to internalize an incomplete and historically decontextualized understanding of public schools that in turn can reify histories of white supremacy within our CPIs - a consequence that can be particularly harmful when practicing P4C with minority youth. To accurately adjudicate the value of public school classrooms for P4C - especially for those CPIs whose members are primarily Black, Latinx, Indigenous, or other youth of color - I contextualize the Trojan horse argument in the history of race and education in the United States. Through this historical analysis, I conclude that the reformist position becomes increasingly more untenable and that the material history of race and education in fact supports a pessimistic understanding of P4C in education. I end by reflecting on P4C&#8217;s need to rethink its privileging of schools as a primary site for philosophical inquiry and caution practitioners against using &#8220;social progress&#8221; as a justification for how and where they practice their craft. Instead, I encourage them to rethink how and where they practice P4C, based on the local historical and material conditions of the participants.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[resumo Muitos praticantes e teóricos da Fp/cC privilegiam a escola como um espaço para pensar e praticar filosofia para/com crianças. Apesar de sua natureza coercitiva, pensadores como Jana Mohr Lone, David Kennedy e Nancy Vansieleghem argumentam que a Filosofia para Crianças é um cavalo de Troia que pretende reformar o sistema educacional de dentro para fora. Acredito, no entanto, que argumento do cavalo de Troia exige que internalizemos um entendimento incompleto e historicamente descontextualizado das escolas públicas que, por sua vez, pode reafirmar histórias de supremacia branca nas nossas Comunidades de Investigação Filosóficas - uma consequência que pode ser particularmente nociva quando praticamos FPC com jovens minorias. Para definir com exatidão a importância das salas de aula das escolas públicas para a FPC - especialmente para as CIFs cujos membros são majoritariamente negros, latinos, indígenas ou outros jovens de cor - contextualizo o argumento do cavalo de Troia na história da raça e da educação nos Estados Unidos. Através dessa análise histórica, concluo que a posição reformista se torna cada vez mais insustentável e que a história material da raça e da educação sustenta, de fato, um entendimento pessimista sobre a FPC na educação. Encerro refletindo a necessidade da FPC repensar o privilégio que dá às escolas como lugar primário de investigação filosófica e alertar os seus praticantes contra o uso do "progresso social" como justificativa para como e onde eles praticam seus trabalhos. Em vez disso, os encorajo a repensar como e onde praticam a FPC, baseado nas condições históricas, locais e materiais dos participantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[resumen Muchxs profesionales y teóricxs de la Fp/cN privilegian la escuela como espacio para pensar y practicar la filosofía para/con niñxs. A pesar de su naturaleza coercitiva, pensadorxs como Jana Mohr Lone, David Kennedy y Nancy Vansieleghem sostienen que la FpN es un caballo de Troya cuya intención es reformar el sistema educativo desde dentro. Yo sostengo, sin embargo, que el argumento del caballo de Troya nos exige interiorizar una comprensión incompleta e históricamente descontextualizada de las escuelas públicas que, a su vez, puede reificar historias de supremacía blanca dentro de nuestras CIF, una consecuencia que puede ser especialmente nociva cuando se practica la FpN con jóvenes pertenecientes a minorías. Para juzgar con precisión el valor de las aulas de escuelas públicas para la FpN -especialmente para aquellas CIF cuyos miembros son principalmente negrxs, latinxs, indígenas u otros gurpos de jóvenes de color- contextualizo el argumento del caballo de Troya en la historia de la raza y la educación en Estados Unidos. A través de este análisis histórico, concluyo que la posición reformista se hace cada vez más insostenible y que la historia material de la raza y la educación apoya de hecho una consideración pesimista de la FpN en la educación. Finalizo reflexionando sobre la necesidad de que la FpN se replantee su privilegiar la escuela como lugar primario para la investigación filosófica y advierto a lxs profesionales que no utilicen el "progreso social" para justificar cómo y dónde ejercen su oficio. En cambio, les animo a repensar cómo y dónde practican la FpN, basándose en las condiciones históricas y materiales locales de lxs participantes.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[philosophy for children]]></kwd>
<kwd lng="en"><![CDATA[race and racism]]></kwd>
<kwd lng="en"><![CDATA[critical race theory]]></kwd>
<kwd lng="en"><![CDATA[philosophy in public schools]]></kwd>
<kwd lng="en"><![CDATA[educational reform]]></kwd>
<kwd lng="pt"><![CDATA[filosofia para crianças]]></kwd>
<kwd lng="pt"><![CDATA[raça e racismo]]></kwd>
<kwd lng="pt"><![CDATA[teoria crítica da raça]]></kwd>
<kwd lng="pt"><![CDATA[filosofia em escolas públicas]]></kwd>
<kwd lng="pt"><![CDATA[reforma educacional]]></kwd>
<kwd lng="es"><![CDATA[filosofía para niños]]></kwd>
<kwd lng="es"><![CDATA[raza y racismo]]></kwd>
<kwd lng="es"><![CDATA[teoría crítica de la raza]]></kwd>
<kwd lng="es"><![CDATA[filosofía en escuelas públicas]]></kwd>
<kwd lng="es"><![CDATA[reforma educativa]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bell]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<source><![CDATA[Silent Covenants: Brown V. Board of Education and the Unfulfilled Hopes for Racial Reform]]></source>
<year>2004</year>
<publisher-name><![CDATA[Oxford University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bell]]></surname>
<given-names><![CDATA[D. A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Faces at the Bottom of the Well: The Permanence of Racism]]></source>
<year>1992</year>
<publisher-name><![CDATA[BasicBooks]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Biesta]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Philosophy, Exposure, and Children: How to Resist the Instrumentalisation of Philosophy in Education]]></article-title>
<source><![CDATA[Journal of Philosophy of Education]]></source>
<year>2011</year>
<volume>45</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>305-19</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Carter]]></surname>
<given-names><![CDATA[R. L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Warren Court and Desegregation]]></article-title>
<source><![CDATA[Michigan Law Review]]></source>
<year>1968</year>
<volume>67</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>237-48</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Chetty]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Elephant in The Room: Picturebooks, Philosophy for Children and Racism]]></article-title>
<source><![CDATA[Childhood and Philosophy]]></source>
<year>2014</year>
<volume>10</volume>
<numero>19</numero>
<issue>19</issue>
<page-range>11-31</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Chetty]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<source><![CDATA[Racism as &#8216;Reasonableness&#8217;: Philosophy for Children and the Gated Community of Inquiry]]></source>
<year>2018</year>
<volume>13</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>39-54</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Curry]]></surname>
<given-names><![CDATA[T. J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Saved by the Bell: Derrick Bell&#8217;s Racial Realism as Pedagogy]]></article-title>
<source><![CDATA[Philosophical Studies in Education]]></source>
<year>2008</year>
<volume>39</volume>
<page-range>35-46</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Curry]]></surname>
<given-names><![CDATA[T. J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Racism and The Equality Delusion]]></article-title>
<source><![CDATA[Iai News]]></source>
<year>2021</year>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dewey]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The School and Society]]></article-title>
<source><![CDATA[Chicago University Pres]]></source>
<year>2017</year>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dotson]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[How Is This Paper Philosophy?]]></article-title>
<source><![CDATA[Comparative Philosophy]]></source>
<year>2012</year>
<volume>3</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>3-29</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="">
<collab>Florida Department of Education</collab>
<source><![CDATA[Florida&#8217;s State Academic Standards - Social Studies]]></source>
<year>2023</year>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Foucault]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Discourse on Language]]></article-title>
<source><![CDATA[The Archeology of Knowledge]]></source>
<year>1972</year>
<page-range>215-37</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hill-Collins]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<source><![CDATA[Another Kind of Public Education Race, Schools, the Media, and Democratic Possibilities]]></source>
<year>2009</year>
<publisher-loc><![CDATA[Beacon Press ]]></publisher-loc>
<publisher-name><![CDATA[Boston, MA]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kennedy]]></surname>
<given-names><![CDATA[N. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Kennedy]]></surname>
<given-names><![CDATA[D. S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Community of Philosophical Inquiry as a Discursive Structure, and Its Role in School Curriculum Design]]></article-title>
<source><![CDATA[Journal of Philosophy of Education]]></source>
<year>2011</year>
<volume>45</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>265-83</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kennedy]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Another World is Possible: Schooling, Multitude, and Philosophy for Children]]></article-title>
<source><![CDATA[Children Philosophize Worldwide: Theoretical and Practical Concepts]]></source>
<year>2009</year>
<page-range>47-62</page-range><publisher-name><![CDATA[Peter Lang]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kennedy]]></surname>
<given-names><![CDATA[N. S.]]></given-names>
</name>
</person-group>
<source><![CDATA[The Role of Paradox in Argumentation and Concept Transformation in aCommunity of Mathematical Inquiry: A Dialectical Analysis]]></source>
<year>2005</year>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kronsted]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Wurtz]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Philosophical Horizons: P4/WC and Anti-Racism in Memphis, TN]]></article-title>
<source><![CDATA[Intentional Disruptions: Expanding Access to Philosophy]]></source>
<year>2021</year>
<page-range>91-112</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lawson]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Philosophical Blacknuss]]></article-title>
<source><![CDATA[The Black Scholar]]></source>
<year>2013</year>
<volume>43</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>86-93</page-range></nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lipman]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Philosophy for Children]]></article-title>
<source><![CDATA[Thinking: The Journal of Philosophy for Children]]></source>
<year>1982</year>
<volume>3</volume>
<numero>3-4</numero>
<issue>3-4</issue>
<page-range>35-44</page-range></nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lipman]]></surname>
<given-names><![CDATA[Matthew.]]></given-names>
</name>
</person-group>
<source><![CDATA[Philosophy goes to school]]></source>
<year>1988</year>
<publisher-name><![CDATA[Temple University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lipman]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Thinking in education]]></source>
<year>2003</year>
<publisher-name><![CDATA[Cambridge University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lipman]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Philosophy for Children: Some Assumptions and Implications]]></article-title>
<source><![CDATA[ETHICS IN PROGRESS]]></source>
<year>2011</year>
<volume>2</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>3-16</page-range></nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lone]]></surname>
<given-names><![CDATA[J. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Does Philosophy for Children Belong in School at All?]]></article-title>
<source><![CDATA[Analytic Teaching]]></source>
<year>2002</year>
<volume>21</volume>
<numero>2</numero>
<issue>2</issue>
</nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Long]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Thomas Reid and Philosophy with Children]]></article-title>
<source><![CDATA[Journal of Philosophy of Education]]></source>
<year>2005</year>
<volume>39</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>599-614</page-range></nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lushyn]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Paradoxical Nature of Facilitation in Community of Inquiry]]></article-title>
<source><![CDATA[Analytic Teaching]]></source>
<year>2002</year>
<volume>24</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>110-5</page-range></nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lushyn]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Kennedy]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Psychodynamics of Community of Inquiry and EducationalReform: A Cross-Cultural Perspective]]></article-title>
<source><![CDATA[Thinking: The Journal of Philosophy for Children]]></source>
<year>2000</year>
<volume>15</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>9-16c</page-range></nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kee]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<source><![CDATA[Tusk Tusk]]></source>
<year>2006</year>
<publisher-name><![CDATA[Andersen Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mills]]></surname>
<given-names><![CDATA[C. W.]]></given-names>
</name>
</person-group>
<source><![CDATA[The Racial Contract. t.]]></source>
<year>1997</year>
<publisher-name><![CDATA[Cornell University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mills]]></surname>
<given-names><![CDATA[C. W.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[White Ignorance]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Sullivan]]></surname>
<given-names><![CDATA[Shannon]]></given-names>
</name>
<name>
<surname><![CDATA[Tuana]]></surname>
<given-names><![CDATA[Nancy]]></given-names>
</name>
</person-group>
<source><![CDATA[Race and Epistemologies of Ignorance]]></source>
<year>2007</year>
<page-range>11-38</page-range><publisher-name><![CDATA[State University of New York Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Murris]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A Philosophical Approach to Emotions: Understanding love´s knowledge through a frog in love]]></article-title>
<source><![CDATA[Childhood and Philosophy]]></source>
<year>2009</year>
<volume>5</volume>
<numero>9</numero>
<issue>9</issue>
<page-range>5-30</page-range></nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Nietzsche]]></surname>
<given-names><![CDATA[F. W.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Twilight of the Idols]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Ansell-Pearson]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Large]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<source><![CDATA[The Nietzsche Reader]]></source>
<year>2006</year>
<page-range>456-85</page-range><publisher-name><![CDATA[Blackwell Publishing]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Reed-Sandoval]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Who Talks? Who Listens? Taking Positionality Seriously in Philosophy for Children]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Meagher]]></surname>
<given-names><![CDATA[S. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Noll]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Biehl]]></surname>
<given-names><![CDATA[J. S.]]></given-names>
</name>
</person-group>
<source><![CDATA[Routledge International Handbook for Philosophy for Children]]></source>
<year>2016</year>
<page-range>219-26</page-range><publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Reed-Sandoval]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Can Philosophy for Children Contribute to Decolonization?]]></article-title>
<source><![CDATA[Precollege Philosophy and Public Practice]]></source>
<year>2019</year>
<volume>1</volume>
<page-range>27-41</page-range></nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rufo]]></surname>
<given-names><![CDATA[C. F.]]></given-names>
</name>
</person-group>
<source><![CDATA[America&#8217;s cultural revolution: How the radical left conquered everything]]></source>
<year>2023</year>
<publisher-name><![CDATA[Harper Collins]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rufo]]></surname>
<given-names><![CDATA[C. F.]]></given-names>
</name>
</person-group>
<source><![CDATA[Christopher F. Rufo&#8217;s]]></source>
<year>2021</year>
</nlm-citation>
</ref>
<ref id="B36">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sharp]]></surname>
<given-names><![CDATA[A. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Is there an Essence of Education?]]></article-title>
<source><![CDATA[Journal of Moral Education]]></source>
<year>1986</year>
<volume>15</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>189-96</page-range></nlm-citation>
</ref>
<ref id="B37">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Torrey]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Reaching Out to the Underrepresented: An Interview with John R. Torrey]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Meagher]]></surname>
<given-names><![CDATA[S. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Noll]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Biehl]]></surname>
<given-names><![CDATA[J. S.]]></given-names>
</name>
</person-group>
<source><![CDATA[Routledge Handbook of Philosophy of the City]]></source>
<year>2020</year>
<page-range>407-11</page-range><publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B38">
<nlm-citation citation-type="">
<collab>UCLA Law School CRT Forward</collab>
<source><![CDATA[CRT Forward Tracking Project - Tracking anti-CRT efforts introduced at the local, state, and federal levels]]></source>
<year>2023</year>
</nlm-citation>
</ref>
<ref id="B39">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Vansieleghem]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Philosophy for Children as the Wind of Thinking]]></article-title>
<source><![CDATA[Journal of Philosophy of Education]]></source>
<year>2005</year>
<volume>39</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>19-35</page-range></nlm-citation>
</ref>
<ref id="B40">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Vansieleghem]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Kennedy]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[What is Philosophy for Children, What is Philosophy with Children-After Matthew Lipman?]]></article-title>
<source><![CDATA[Journal of Philosophy of Education]]></source>
<year>2011</year>
<volume>45</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>171-82</page-range></nlm-citation>
</ref>
<ref id="B41">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Vitale]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Overcoming Barriers: Pre-College Philosophy Programs in Neoliberalism]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Miller]]></surname>
<given-names><![CDATA[S. K.]]></given-names>
</name>
</person-group>
<source><![CDATA[Intentional Disruption: Expanding Access to Philosophy]]></source>
<year>2021</year>
<page-range>113-30</page-range><publisher-name><![CDATA[Vernon Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B42">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Yeager]]></surname>
<given-names><![CDATA[D. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Purdie-Vaughns]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Hooper]]></surname>
<given-names><![CDATA[S. Y.]]></given-names>
</name>
<name>
<surname><![CDATA[Cohen]]></surname>
<given-names><![CDATA[G. L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Loss of Institutional Trust Among Racial and Ethnic Minority Adolescents: A Consequence of Procedural Injustice and a Cause of Life-Span Outcomes]]></article-title>
<source><![CDATA[Child Development]]></source>
<year>2017</year>
<volume>88</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>658-76</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
