Melissa Fitzpatrick | Boston College (original) (raw)

Papers by Melissa Fitzpatrick

This volume addresses a timely and challenging subject for contemporary philosophy: the ethical r... more This volume addresses a timely and challenging subject for contemporary philosophy: the ethical responsibility of opening borders, psychic and physical, to the stranger. Drawing on key critical debates on the question of hospitality ranging from phenomenology, hermeneutics and deconstruction to neo-Kantian moral critique and Anglo-American virtue ethics, the book engages with urgent moral conversations regarding the role of identity, nationality, immigration, peace, and justice. The volume is divided into two parts. In the first part, entitled “Four Faces of Hospitality: Linguistic, Narrative, Confessional, Carnal,” Richard Kearney develops his recent research on the philosophy of hospitality, which informs the international Guestbook Project of which he is a founder and director (guestbookproject.org). This part elaborates an ethics of hosting the stranger. In the second part, entitled “Hospitality and Moral Psychology: Exploring the Border between Theory and Practice,” Melissa Fit...

Ethics and Education, 2018

This article seeks to explore ways in which pre-college pedagogical resources-particularly Critic... more This article seeks to explore ways in which pre-college pedagogical resources-particularly Critical Race Pedagogy (CPR) developed for high school students, as well as Philosophy for Children (P4C)-can be helpfully employed by college level instructors who wish to dialogue with students about the nature of race and racial oppression. More specifically, we wish to explore (a) how P4C can both learn from, and be put to the service of, CRP, and (b) how this provides a useful framework for philosophical conversations about race at the college and pre-college levels. Our arguments are interwoven with narratives of our personal experiences utilising these pre-college pedagogical resources in conversations about race, so as to illustrate and provide context for our claims. We ultimately contend that these resources can help pedagogues in both higher and lower education work toward unmuting the voices of undervalued and underserved students in the United States.

This article seeks to explore ways in which pre-college pedagogical resources – particularly Crit... more This article seeks to explore ways in which pre-college
pedagogical resources – particularly Critical Race Pedagogy
(CPR) developed for high school students, as well as Philosophy
for Children (P4C) – can be helpfully employed by college
level instructors who wish to dialogue with students about
the nature of race and racial oppression. More specifically,
we wish to explore (a) how P4C can both learn from, and be
put to the service of, CRP, and (b) how this provides a useful
framework for philosophical conversations about race at the
college and pre-college levels. Our arguments are interwoven
with narratives of our personal experiences utilising these
pre-college pedagogical resources in conversations about
race, so as to illustrate and provide context for our claims. We
ultimately contend that these resources can help pedagogues
in both higher and lower education work toward unmuting
the voices of undervalued and underserved students in the
United States.

This volume addresses a timely and challenging subject for contemporary philosophy: the ethical r... more This volume addresses a timely and challenging subject for contemporary philosophy: the ethical responsibility of opening borders, psychic and physical, to the stranger. Drawing on key critical debates on the question of hospitality ranging from phenomenology, hermeneutics and deconstruction to neo-Kantian moral critique and Anglo-American virtue ethics, the book engages with urgent moral conversations regarding the role of identity, nationality, immigration, peace, and justice. The volume is divided into two parts. In the first part, entitled “Four Faces of Hospitality: Linguistic, Narrative, Confessional, Carnal,” Richard Kearney develops his recent research on the philosophy of hospitality, which informs the international Guestbook Project of which he is a founder and director (guestbookproject.org). This part elaborates an ethics of hosting the stranger. In the second part, entitled “Hospitality and Moral Psychology: Exploring the Border between Theory and Practice,” Melissa Fit...

Ethics and Education, 2018

This article seeks to explore ways in which pre-college pedagogical resources-particularly Critic... more This article seeks to explore ways in which pre-college pedagogical resources-particularly Critical Race Pedagogy (CPR) developed for high school students, as well as Philosophy for Children (P4C)-can be helpfully employed by college level instructors who wish to dialogue with students about the nature of race and racial oppression. More specifically, we wish to explore (a) how P4C can both learn from, and be put to the service of, CRP, and (b) how this provides a useful framework for philosophical conversations about race at the college and pre-college levels. Our arguments are interwoven with narratives of our personal experiences utilising these pre-college pedagogical resources in conversations about race, so as to illustrate and provide context for our claims. We ultimately contend that these resources can help pedagogues in both higher and lower education work toward unmuting the voices of undervalued and underserved students in the United States.

This article seeks to explore ways in which pre-college pedagogical resources – particularly Crit... more This article seeks to explore ways in which pre-college
pedagogical resources – particularly Critical Race Pedagogy
(CPR) developed for high school students, as well as Philosophy
for Children (P4C) – can be helpfully employed by college
level instructors who wish to dialogue with students about
the nature of race and racial oppression. More specifically,
we wish to explore (a) how P4C can both learn from, and be
put to the service of, CRP, and (b) how this provides a useful
framework for philosophical conversations about race at the
college and pre-college levels. Our arguments are interwoven
with narratives of our personal experiences utilising these
pre-college pedagogical resources in conversations about
race, so as to illustrate and provide context for our claims. We
ultimately contend that these resources can help pedagogues
in both higher and lower education work toward unmuting
the voices of undervalued and underserved students in the
United States.