No CrossRef data available.
Article contents
How Philosophy Can Support Community-Led Change: Reflections from Bristol Campaigns for Racial Justice
Published online by Cambridge University Press: 18 May 2023
Abstract
How can philosophy expand to be a discipline via which young people from diverse backgrounds feel they can make a direct and positive contribution to their communities? In this chapter I suggest some creative methods by which philosophers can support community-led change. Collaborators and I have been developing the approaches described here through work on issues of racial justice, but they can be applied to campaigns or public debate on any topic. Developing more community-led, socially engaged methods has the potential to make philosophy a more attractive discipline for young people from diverse backgrounds who are keen to use their skills to make a positive difference to their communities.
- Type
- Paper
- Information
- Royal Institute of Philosophy Supplements , Volume 93: Expanding Horizons , May 2023 , pp. 137 - 151
- Copyright
- Copyright © The Royal Institute of Philosophy and the contributors 2023
References
Bridging Histories. Nurturing Futures through Histories (2021), accessed 15 February 2023: www.bridginghistories.com.Google Scholar
Bryan, David, Dunleavy, Katherine, Facer, Kery, Forsdick, Charles, Khan, Omar, Malek, Mhemooda, Salt, Karen, and Warren, Kristy, Common Cause Research: Building Research Collaborations between Universities and Black and Minority Ethnic Communities, accessed 14 February 2023: https://www.commoncauseresearch.com/report/.Google Scholar
Burch-Brown, Joanna, ‘Speaker's Corner. Defenders of Colston are the Ones Airbrushing the Past, says Bristol University Academic’, Bristol Evening Post, 30 April 2017 (2017a): https://www.bristolpost.co.uk/news/bristol-news/defenders-colston-ones-airbrushing-past-40454.Google Scholar
Burch-Brown, Joanna, ‘Is It Wrong to Topple Statues and Rename Schools?’, Journal of Political Theory and Philosophy, 1 (2017b), 69–88.Google Scholar
Burch-Brown, Joanna, ‘Should Slavery's Statues be Preserved? On Transitional Justice and Contested Heritage’, Journal of Applied Philosophy, 39:5 (2020), 807–824.CrossRefGoogle Scholar
Burch-Brown, Joanna, ‘Reflection and Synthesis. How Moral Agents Learn and Moral Cultures Evolve’, Journal of Philosophy of Education, 55:6 (2021a), 935–948.CrossRefGoogle Scholar
Burch-Brown, Joanna, ‘Edward Colston Museum Display. What Happens Next for the Fallen Statue’, The Conversation, 8 June 2021, (2021b): https://theconversation.com/edward-colston-museum-display-what-happens-next-for-the-fallen-statue-162376.Google Scholar
Burch-Brown, Joanna and Cole, Tim et al. , The Colston Statue. What Next? We Are Bristol History Commission Short Report, Bridging Histories: Bristol (2022), https://bridginghistories.com/heritage-resources.Google Scholar
Cork, Tristan, ‘Colston Statue Should Stay in a Museum Decide People of Bristol: The Overwhelming Majority Say It Should Be a Museum Piece to Help Tell the Story of the Transatlantic Slave Srade’, Bristol Post, 3 February 2022: https://www.bristolpost.co.uk/news/bristol-news/colston-statue-stay-museum-people-6596017.Google Scholar
Decolonising Memory. Researching and Countering Bristol's Memory of Enslavement through Dance (2021), accessed 14 February 2023: https://decolonisingmemory.co.uk.Google Scholar
Facer, Keri and Enright, Bryony, Creating Living Knowledge. The Connected Communities Programme, Community-University Relationships and the Participatory Turn in the Production of Knowledge, accessed 14 February 2023: https://connected-communities.org/wp-content/uploads/2016/04/Creating-Living-Knowledge.Final_.pdf.Google Scholar
International Network of Scholars and Activists for Afrikan Reparations. Principles of Participation, (2021), accessed 14 February 2023: https://www.inosaar.llc.ed.ac.uk/en/principles-participation.Google Scholar
Haslanger, Sally, Resisting Reality. Social Construction and Social Critique (Oxford: Oxford University Press, 2012).CrossRefGoogle Scholar
Haslanger, Sally, ‘Studying While Black. Trust, Opportunity, and Disrespect’, Du Bois Review: Social Science Research on Race, 11:1 (2014), 109–136.CrossRefGoogle Scholar
Lareau, Annette, Unequal Childhood. Class, Race and Family Life (London: Routledge, 2018).CrossRefGoogle Scholar
Picower, Bree, ‘Using Their Words. Six Elements of Social Justice Curriculum Design for the Elementary Classroom’, International Journal of Multicultural Education, 14:1 (2012), 1–17, accessed 14 February 2023: https://files.eric.ed.gov/fulltext/EJ1105049.pdf.CrossRefGoogle Scholar
Sampson, R.J., Great American City. Chicago and the Enduring Neighborhood Effect (Chicago: University of Chicago Press, 2012).CrossRefGoogle Scholar
Shelby, Tommie, We Who Are Dark. The Philosophical Foundations of Black Solidarity, (Boston, MA: Harvard University Press, 2005).CrossRefGoogle Scholar
Shelby, Tommie, Dark Ghettos. Injustice, Dissent, and Reform (Boston, MA: Harvard University Press, 2016).Google Scholar
UKRI, Citizen Science Awards to Put Public at Heart of Key Research (2021), accessed 15 February 2023: https://www.ukri.org/news/citizen-science-awards-to-put-public-at-heart-of-key-research/.Google Scholar
University of Bristol, ‘Exploring How the Legacy of Transatlantic Slavery Continues to Impact Bristolians’, 24 May 2021, accessed 15 February 2023: https://www.bristol.ac.uk/news/2021/may/we-are-bristol.html.Google Scholar
Wilson, William Julius, The Truly Disadvantaged. The Inner City, Underclass and Public Policy (Chicago: University of Chicago Press, 1987).Google Scholar
Young, Alford A. Jr., The Minds of Marginalized Black Men. Making Sense of Mobility, Opportunity, and Future Life Chances (Princeton: Princeton University Press, 2011).Google Scholar