Chapters in this book

1. Frontmatter i
2. Contents v
3. Acknowledgments ix
4. Foreword xi
5. Exactly What Is Needed: Editors’ Introduction and Chapter Descriptions 1
6. Arts of the Contact Zone 19
7. 1 Complicating Educators’ Critical Consciousness: Descriptive Inquiry as an Equitable Contact Zone 37
8. 2 Reimagining Contact as a Method: Portals and Portraits in the Classroom 57
9. 3 Teaching Worms: Observation and Conversation 71
10. 4 May We Be Angry? Teaching Responsively during Times of Crisis 85
11. 5 “No one wants to do that shit; no one wants to be in a contact zone” On the Goals and Struggles of “Contact Zone Pedagogy” 101
12. 6 Learning Together to Stay with Trouble: Sustaining Educators across Time and Space 119
13. 7 Ignoring Difference: How an Antidivisive Concepts Law Changed the Trajectory of an Antibias Curriculum Project 133
14. 8 Finding a Place for Play in School: Risk, Ambiguity, and Resistance 149
15. 9 Katzi Txumu’n: Creating a Curriculum of Mesoamerican Short Stories for Philosophical Conversations with Children and Families 159
16. 10 Taking Up Space or Opening It? Reconsidering Space in the Social Foundations Course in Teacher Education 171
17. 11 The Value of Therapized Education Exploring the Story and Theory of Reflexive Tension 183
18. 12 Old Wisdom for Contemporary Problems A Civic Republican Approach to Dis/ability in Education 199
19. 13 A Humanistic Baseline in the Rural School 215
20. 14 Alone in the Presence of Others: Autos, Schole, and the Flourishing of Children in Nature-based Schools 225
21. 15 Okinawa’s Lesson for Peace and Democracy: Indigenous Values, Political Tension, Military Contact Zones, and the International Women’s Club 239
22. Coda: Creating an Equitable and Fruitful Contact Zone of Philosophers and Teachers 253
23. Contributors 277
24. Index 283