Résumés
Abstract
This article takes the form of an interview with Dr. Michelle Forrest. A philosopher of education, a teacher, a feminist, and a mentor to many, Michelle has been a longtime member of the Canadian philosophy of education community. This interview, conducted by her colleague, Adrian Downey, and her PhD student, Renée McKinstry, looks back over Michelle’s work in philosophy of education, offering her the chance to reflect on her contributions considering the changes in educational thinking and social circumstance throughout her career. Specifically, Michelle discusses her dissertation on pedagogical openness and the openness of the text, the feminist ethics of care and feminist irony, the dangers of comparative thinking, coloniality, and the significance of the Canadian Philosophy of Education Society (CPES) to her career and life as a philosopher of education. The interview concludes with Michelle’s advice to future scholars working the foundations of education and especially philosophy of education.
Parties annexes
Bibliography
- Arendt, H. (1959/2018). The human condition (2nd ed.). University of Chicago Press.
- Arendt, H. (1971/1977). The life of the mind. Harcourt Brace & Company.
- Battiste, M. A., & Barman, J. (1995). First Nations education in Canada: The circle unfolds. UBC Press.
- Berlin, I. (2013). The hedgehog and the fox: An essay on Tolstoy's view of history (H. Hardy, Ed., 2nd ed.). Princeton University Press.
- Britzman, D. (2015). A psychoanalyst in the classroom: On the human condition of education. State University of New York Press.
- Cavarero, A. (with Bertolino, E.). (2008). Beyond ontology and sexual difference: An interview with the Italian feminist philosopher Adriana Cavarero. Differences, 19(1), 128–167.
- Code, L. (1995). Rhetorical spaces: Essays on gendered locations. Routledge.
- Čufar, K. (2023). Prescriptive descriptions: Reason-emotion binary through feminist critique. In M. Brigaglia, & C. Roversi (Eds.), Legal reasoning and cognitive science: Topics and perspectives (pp. 328–352). Diritto & Questioni Pubbliche.
- Derrida, J. (1981). Positions (A. Bass, Trans.). University of Chicago Press.
- Derrida, J. (1987). The truth in painting. University of Chicago Press.
- Dewey, J. (1963). Art as experience. Collier Books. (Original work published 1934)
- Dutcher, J. (2018). Wolastoqiyik Lintuwakonawa [Digital album]. Bufflo & Jeremy Dutcher (Prod.). https://jeremydutcher1.bandcamp.com/album/wolastoqiyik-lintuwakonawa
- Ermine, W. (1995). Aboriginal epistemology. In M. Battiste, & J. Barman (Eds.), First Nations education in Canada: The circle unfolds (pp. 101–112). University of British Columbia Press.
- Forrest, M. (1991). Bias and media literacy [Master’s thesis, Dalhousie University]. MSVU Library.
- Forrest, M. (1997). “…no ordinary chaos”: Heuretics for media work in education [Doctoral dissertation, Dalhousie University]. Networked Digital Library of Theses and Dissertations.
- Forrest, M. (2009). Sensitive controversy in teaching to be critical. Philosophical Inquiry in Education (formerly Paideusis), 18(1), 80–93.
- Forrest, M. (2020). The role of difficult art-works in teaching to be critical. Paideusis, 14(2), 39– 58.
- Forrest, M., Keener, T., & Harkins, M. J. (2010). Understanding narrative relations in teacher education. Asia-Pacific Journal of Teacher Education, 38(2), 87–101.
- Forrest, M., McCullough, S., & Reilly, I. (2024). Feminist reading together in a different register. Journal of Issues in Social Justice, 18(4), 721–741.
- Forrest, M., & Wheeldon, L. (2019). Scripting feminist ethics in teacher education. University of Ottawa Press.
- Freud, S. (1925/1968). Preface to Aichhorn’s Wayward Youth. In J. Strachey & A. Freud (Eds., Trans.), The standard edition of the complete psychological works of Sigmund Freud, volume XIX (1923-1925): The ego and the id and other works, (pp. 271-76). Hogarth Press.
- Grant, C. (2022). A time of one’s own: Histories of feminism in contemporary art. Duke University Press.
- Harding, S. (1993). Rethinking standpoint epistemology: What is “strong objectivity”? In L. Alcoff, & E. Potter (Eds.), Feminist epistemologies. Routledge.
- Hare, W. (1993). What makes a good teacher? Althouse Press.
- Harkins, M. J., Forrest, M., & Keener, T. (2009). Room for fear: Using our own personal stories in teacher education. Journal of Teaching and Learning, 6(1), 15–23.
- hooks, b., & Cox, L. (2014, October 13). bell hooks and Laverne Cox in a public dialogue at The New School [Video]. The New School, YouTube. https://www.youtube.com/watch?v=9oMmZIJijgY
- Howells, C. (1999). Derrida: Deconstruction from phenomenology to ethics. Polity Press.
- Irigaray, L. (1977/1985). This sex which is not one (C. Porter & C. Burke, Trans.). Cornell University Press.
- Irigaray, L. (2008). Conversations. Continuum.
- Lear, J. (2011). A case for irony. Harvard University Press.
- Nelson, D. (2017). Tough enough: Arbus, Arendt, Didion, McCarthy, and Weil. University of Chicago Press.
- Pinar, W. F. (Ed.). (1975). Curriculum theorizing: The reconceptualists. McCutchan Publishing Co.
- Pinar, W. F., & Grumet, M. R. (Eds.) (2015). Toward a poor curriculum (3rd ed.). Educator’s International Press. (Original work published 1976)
- Spolin, V. (1963). Improvisation for the Theatre. Northwestern University Press.
- Sterling, S. (1995). Quaslemetko and Yetko: Two grandmother models for contemporary Native education pedagogy. In M. Battiste, & J. Barman (Eds.), First Nations education in Canada: The circle unfolds (pp. 113–123). University of British Columbia Press.
- Way, B. (1967) Development through drama. Longman.
- Wordsworth, J. (1982). The borders of vision. Clarendon Press.
10.7202/1072341ar