Cara E. Furman is Associate Professor of Early Childhood Education, Hunter College. She is the author of Teaching from an Ethical Center: Practical Wisdom for Daily Instruction and coauthor of Descriptive Inquiry in Teacher Practice: Cultivating Practical Wisdom to Create Democratic Schools. Tomas de Rezende Rocha is Assistant Professor of Social and Cultural Foundations at the University of Washington College of Education.

"Teachers and Philosophy makes a very unique contribution to what might be called 'applied' or 'practical' approaches to philosophy of education. It invites readers into a conversation and a community of engaged scholars and practitioners working collaboratively to address very 'real' and pressing issues in education, schools, and classrooms. The book also does a wonderful job 'humanizing' the educational experience." — Benjamin G. S. Paxton, University of Virginia"I have never encountered a book in the field where nearly every article was coauthored by an academic philosopher and an educator, nor where the intersection between the two was so honestly and critically examined. The editors of this volume have framed the text around the generative and useful concept of 'contact zones.'" — Sara Hardman, Teachers College, Columbia University

• AcknowledgmentsForewordMary Louise PrattExactly What Is Needed: Editors' Introduction and Chapter DescriptionsCara E. Furman and Tomas de Rezende RochaArts of the Contact ZoneMary Louise Pratt1. Complicating Educators' Critical Consciousness: Descriptive Inquiry as an Equitable Contact ZoneRachel Seher and Alisa Algava2. Reimagining Contact as a Method: Portals and Portraits in the ClassroomVikramaditya (Vik) Joshi and Melissa Rosenthal3. Teaching Worms: Observation and ConversationCindy Ballenger4. May We Be Angry? Teaching Responsively during Times of CrisisStephanie A. Burdick-Shepherd and Michelle Johnson5. "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"Tomas de Rezende Rocha, Jamila H. Silver, and Emily S. L. Silver6. Learning Together to Stay with Trouble: Sustaining Educators across Time and SpaceCara E. Furman, Holly A. F. Lash, Hillary Post, and Lindsey Young7. Ignoring Difference: How an Antidivisive Concepts Law Changed the Trajectory of an Antibias Curriculum ProjectJoy Dangora Erickson and Kyleigh P. Rousseau8. Finding a Place for Play in School: Risk, Ambiguity, and ResistanceChris Moffett and Elisabeth Tam9. Katzi Txumu'n: Creating a Curriculum of Mesoamerican Short Stories for Philosophical Conversations with Children and FamiliesCristina Cammarano and Kimberly Arriaga-Gonzalez10. Taking Up Space or Opening It? Reconsidering Space in the Social Foundations Course in Teacher EducationMeghan A. Brindley11. The Value of Therapized Education: Exploring the Story and Theory of Reflexive TensionSteven Zhao and Jesse Haber12. Old Wisdom for Contemporary Problems: A Civic Republican Approach to Dis/ability in EducationKevin Murray and Jessica D. Murray13. A Humanistic Baseline in the Rural SchoolSarah Freye and Dini Metro-Roland14. Alone in the Presence of Others: Autos, Schole, and the Flourishing of Children in Nature-based SchoolsGlenn M. Hudak and William Fulbrecht15. Okinawa's Lesson for Peace and Democracy: Indigenous Values, Political Tension, Military Contact Zones, and the International Women's ClubKanako W. IdeCoda: Creating an Equitable and Fruitful Contact Zone of Philosophers and TeachersCara E. Furman, Vikramaditya (Vik) Joshi, Meghan A. Brindley, Stephanie A. Burdick-Shepherd, Joy Dangora Erickson, Hillary Post, Michelle Johnson, Holly A. F. Lash, Kyleigh P. Rousseau, and Lindsey YoungContributorsIndex