Amanda Fulford - Philosophy and Community: Theories, Practices and Possibilities

Philosophy and Community

Also Available at Bloomsbury

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Philosophy and Community

Theories, Practices and Possibilities

Edited by:
Amanda Fulford
Grace Lockrobin
Richard Smith

Contents

Jim Baxter is Professional Ethics Consultancy Manager for the Inter-Disciplinary Ethics Applied Centre at the University of Leeds, UK. He manages a small team of consultants, carrying out commissioned research projects and providing continuing professional development, working with professional bodies, private and public-sector organizations. Jims PhD, completed in 2017, was on the subject of moral responsibility and psychopathy. He has research interests in theories of moral responsibility, psychiatric ethics, integrity and professional ethics. He lives in Sheffield with his partner Bella and their son Elijah, and he likes to sing, sometimes in front of other people.

Abigail Bentley is a doctoral researcher at the Institute for Global Health, University College London. Her current research focuses on gender-based violence and mental health in Mumbai, India. Originally trained as a biomedical scientist, Abigail has since transitioned over to public health and has spent the last six years working on maternal and child health in the UK and India. Abigail has a keen personal interest in exploring the topics of multiculturalism, identity and racism. In 2017 she co-led the Dwelling Together in Diverse Spaces project at University College London alongside Darren Chetty.

Charlotte Blease is a philosopher of medicine and interdisciplinary health care researcher based at the Beth Israel Deaconess Medical Center/Harvard Medical School in Boston, United States. Born in Belfast, she has held academic appointments in the United Kingdom, Europe, Ireland and the United States. She is currently a Fulbright Scholar and Marie Curie Research Fellow at Harvard Medical School. In 2015 she co-founded and was first Chairperson of the all-island network Philosophy Ireland, which promotes philosophy in the community and in schools. She was appointed Patron of the Society for the Advancement of Philosophical Enquiry and Reflection in Education (SAPERE) in 2016. She has published widely in academic journals, and also in the media, including for The Guardian and The Irish Times .

Steve Bramall is lead trainer and project manager in community philosophy at SAPERE, a national charity promoting philosophy for children, colleges and communities. Since leaving academic teaching, Steve has spent fifteen years in practical philosophy promoting and supporting philosophical engagement and action in schools, museums, galleries, community groups, charities and pubs. Steve has published articles and books in philosophy of education, philosophy for children and community philosophy. He chaired SAPEREs Community Philosophy Advisory Group and headed an Esme Fairbairn funded community philosophy project. He serves on the Philosophy of Education Society of Great Britains (PESGB) development committee and SAPEREs Professional Standards Board.

Darren Chetty is a teacher, writer and researcher with research interests in education, philosophy, racism, childrens literature and hip-hop culture. He is a former recipient of the Award for Excellence in Interpreting Philosophy for Children from the International Council for Philosophical Inquiry with Children (ICPIC) for his paper The Elephant in the Room: Picturebooks, Philosophy for Children and Racism. In 2011 Darren launched the UK #HipHopEd Seminar series. He is a contributor to the bestselling book, The Good Immigrant , edited by Nikesh Shukla and published by Unbound. Darren tweets at @rapclassroom

Michael De La Hunt is the Medical Director of paediatric mental health services at Wolfson Childrens Hospital, Jacksonville, Florida, and Division Chief, Division of Psychiatry at Nemours Childrens Specialty Care, Jacksonville, Florida a comprehensive paediatric multispecialty clinic. He earned a master of health science degree in Maternal and Child Health at The Johns Hopkins School of Hygiene & Public Health. He then attended the University of Minnesota Medical School studying for a medical degree before completing his residency training at Brown University/Rhode Island Hospitals Hasbro Childrens Hospital in Providence, Rhode Island, where he earned a triple board degree in paediatrics, general psychiatry and child and adolescent psychiatry.

Adam Ferner has worked in academic philosophy both in France and the UK, but prefers working outside the academy in alternative learning spaces. He has written two books, Organisms and Personal Identity (2016) and Think Differently (2018), along with the co-authored Crash Course: Philosophy (forthcoming) with Zara Bain and Nadia Mehdi. He has published widely in philosophical and popular journals, and is an associate editor of the Forum Essays. He created and runs the collaborative writing project Changelings at the Platform youth hub in North London.

Amanda Fulford is Professor of Philosophy of Education and Head of the Department of Professional Learning at Edge Hill University, Ormskirk, UK. She teaches postgraduate students in professional learning and supervises doctoral students. Her research interests are in philosophy of education, the philosophy of higher education and public and community philosophy. Her publications include Philosophy and Theory in Education: Writing in the Margin , with Naomi Hodgson (Routledge 2016) and the forthcoming Philosophers on the University with Ronald Barnett. She is co-editor of the Debating Higher Education series with Springer, and has published numerous articles in international, peer-reviewed journals. She currently serves on the Executive Committee of the Philosophy of Education Society of Great Britain and on the Governing Council of the Society for Research into Higher Education (SRHE).

Ruth Heilbronn researches and lectures at UCL Institute of Education, London, UK, where she gained her PhD and led teams engaged in teacher education. She has previously held senior posts in schools. She writes on issues related to induction (DfE Report 338, 2002), ethical teacher education, values education, reflective practice and ethical deliberation. Relevant publications include Teacher Education and the Development of Practical Judgement (Continuum 2008) and co-edited books: Research-Based Best Practice for Schools (Routledge 2002); Critical Practice in Teacher Education (IoE Press 2010); Philosophical Perspectives on Teacher Education (Wiley Blackwell 2015); and Dewey in our Time (UCL IoE Press 2016). She is an executive member of the Philosophy of Education Society of Great Britain (PESGB).

Naomi Hodgson is Senior Lecturer in Education Studies at Liverpool Hope University, UK, where she teaches and researches in philosophy of education. Her research focuses on the relationship between education, governance and subjectivity. Her publications include Philosophy and Theory in Education: Writing in the Margin , with Amanda Fulford (Routledge 2016); Citizenship for the Learning Society: Europe, Subjectivity, and Educational Research (Wiley 2016); Manifesto for a Post-Critical Pedagogy , with Joris Vlieghe and Piotr Zamojski (Punctum Books 2018) and the forthcoming Philosophical Presentations of Raising Children: The Grammar of Upbringing , with Stefan Ramaekers (Palgrave 2018).