| Author(s) | Helen Beebee; Anne-Marie McCallion |
| Journal | Symposion |
| Abstract | This special issue addresses the lack of diversity in professional philosophy by situating current debates within broader institutional contexts of racism and sexism in academia. Drawing on recent student-led movements like “Why is My Curriculum White?”, the editors connect three critical dimensions: who teaches, who is taught, and what is taught. The collection moves beyond liberal concerns with inclusion and representation to interrogate deeper structural inequalities and metaphilosophical questions about philosophy’s defining practices. Contributors examine how supposedly value-neutral pedagogical norms, curricular choices, indexing systems, adversarial methodologies, and evaluative metrics perpetuate exclusion of marginalized groups. By analyzing interconnections between these distinct aspects, the volume advocates for holistic approaches to understanding and addressing philosophy’s diversity problem, challenging taken-for-granted assumptions about objectivity, boundary-policing, and what constitutes “real” philosophy. This content was generated by artificial intelligence using the text of the original work and reviewed by the author. |
| Keywords | diversity in philosophy, curriculum diversification, decolonization, metaphilosophy, epistemic exclusion, feminist philosophy, structural racism, academic inclusion, pedagogical norms, adversarial methodology, institutional inequality This content was generated by artificial intelligence using the text of the original work and reviewed by the author. |
| Date Published | 2020 |
| Volume | 7 |
| Issue | 2 |
| Pages | 113-116 |
| DOI | doi.org/10.5840/symposion20207210 |
| Google Scholar Link | https://scholar.google.ca/scholar?cluster=17875939788731814847&hl=en&as_sdt=0,5 |
| Open Access? | Yes |
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