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119 
 

The Role of Students' Identity in a Community 

of Philosophical Inquiry 

On the book "Enabling Students' Voices and Identities: 

Philosophical Inquiry in a Time of Discord"  

Author: Arie Kizel 
Title: Enabling Students’ Voices and Identities: Philosophical Inquiry in a Time of Discord 
Date: 2024 
Pages: 152 
Publisher: Lexington (division of Rowman & Littlefield), Lanham, Maryland 
Price: $85.87 Hardcover Amazon, $45.00 eBook.  

 
 

Review by Dr. Nava Bar 
  

 
 
rie Kizel's latest book "Enabling Students' Voices and Identities: Philosophical 
Inquiry in a Time of Discord" (Lexington, 2024), delves into the critical role of 
education in fostering critical thinking, empathy, and a sense of belonging in 

today's increasingly polarized world. The book offers a compelling philosophical 
exploration of how educational practices, as a community of inquiries, can empower 
students to navigate complex societal issues and develop their unique identities. 
 

The book's central claim is that one of the most significant challenges Philosophy 
for Children (P4C) and Philosophy with Children (PwC) face today is to enable children 
from silenced, marginalized, and excluded groups to make their voices heard in 
communities of philosophical inquiry. Pupils from underprivileged socioeconomic 
sectors or minorities, whose narrative does not accord with that of the dominant 
mainstream, often feel uncomfortable articulating their feelings and experiences. 
Communities of inquiry customarily remain governed—even if implicitly—by a hegemonic 
meta-narrative; thus some students refrain from asking authentic questions from their 
own perspective. 
 

The book includes five parts. First, it discusses the exclusion of minority groups 
from educational discourse. Engaging in a comprehensive social analysis directly linked 
to classroom pedagogy, this section explores the way in which meta-narratives dominate 
the educational discourse, and the consequences of such narratives. 
 

The second part explores how diverse identities and narratives operate in 
philosophical communities of inquiry. Distinguishing between the politics of identities 
of academic discourse and the identities of the participants in communities of 

A 



ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS VOLUME 44, ISSUE 1 (2024) 

  
 
 

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philosophical inquiry, it identifies two forms of tension—the external pressure exerted by 
the hegemonic discourse, represented by children and teachers from hegemonic homes, 
and the internal strain placed on children by the power relations that dictate a “right 
order” within communities of inquiry. 
 

The third part presents P4wC as an educational and dialogical space designed to 
facilitate children and young pupils to ask questions from the perspective of their own 
identity and narrative. Differentiating between “sterile questions” and those “from an 
identity perspective,” this section explains why members from different backgrounds ask 
different questions that can alter how the community’s socioeconomic-cultural-religious 
background changes the starting point of the questions asked; it also explores the paths 
discussion can take and how a process of “enabling identity” can develop philosophical 
sensitivity to concerns around identity. 
 

The fourth part deals with a crucial issue: the facilitators' role in communities of 
inquiry characterized by sensitivity to plural identities/narratives. Analyzing the moves 
facilitators make with the aid of critical pedagogy and other related tools, the section 
proposes an action-plan model. Based on reports from facilitators regarding the 
challenges they face and their suggestions for working with students from different 
backgrounds, it draws several practical conclusions and insights of use to facilitators. 
 

The closing chapter explores children’s questions and discussion about self-identity, 
group identity, family identity, and participant experience in philosophical communities 
of inquiry. 
 

Kizel's book is grounded in the belief that education is not merely about imparting 
knowledge but also about cultivating critical thinking skills and fostering a sense of 
agency. He argues that by providing students with philosophical inquiry and self-
reflection opportunities, educators can help them develop the tools necessary to navigate 
the challenges of a rapidly changing world. 
 

The core contribution of the book is combining two issues, that of students' 
narratives and identities with philosophical inquiry. Kizel argues that the identity of the 
students shape their questions in a community, and he devotes considerable attention to 
the power play of conflicting identities. He criticizes the school's mainstream discourse 
that ostensibly gives room for multiculturalism and respectful discourse but, in fact, 
sustains a kind of symbolic violence towards the narratives of non-privileged groups. The 
analysis of the difference between identity politics and Kizel's model of "enabling identity" 
is well articulated, especially because it enables the progress of the philosophical inquiry 
community toward a more inclusive space for students. In the chapter about the 
facilitator, Kizel explains the complexities of the role of the facilitator of a philosophical 
inquiry community and, for the first time, also refers to the place of group identity from 
which the facilitator comes. Here, he opens the door to an extensive discussion about the 
facilitator's challenges. These sections may be of interest not only to facilitators in 
communities of philosophical inquiry but also to teachers in regular classrooms around 
the world. 



ANALYTIC TEACHING AND PHILOSOPHICAL PRAXIS VOLUME 44, ISSUE 1 (2024) 

  
 
 

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A compelling theme of the book is how it calls for creating inclusive learning 
environments in a diverse society. Kizel explores how educators can promote diversity 
and inclusion by valuing different perspectives and experiences. Consequently, the book 
has important implications for educational practice. It offers practical insights for 
educators seeking to create more meaningful and engaging learning experiences. It 
suggests strategies for incorporating philosophical inquiry into the curriculum, fostering 
critical thinking skills, and promoting empathy and understanding. By implementing 
these strategies, educators can help students develop the skills and dispositions necessary 
to become active and engaged citizens in a complex and interconnected world. 

 
Arie Kizel's book is significant for several reasons: 

 
• Timely and Relevant: the book addresses critical issues in contemporary education, 

such as the importance of critical thinking, empathy, and diversity and inclusion. 
These themes are particularly relevant in a world facing increasing polarization 
and social challenges. 

• Philosophical Foundation: the book's approach is grounded in philosophical 
inquiry, providing a deeper understanding of the underlying principles that guide 
educational practices. This philosophical foundation lends the book a unique 
perspective and intellectual depth. 

• Practical Implications: While the book offers a theoretical framework, it also 
provides practical insights for educators seeking to implement these ideas in their 
classrooms. Kizel's suggestions for incorporating philosophical inquiry, fostering 
critical thinking, and promoting empathy can be applied directly to educational 
practice. 

• Empowering Students: The book emphasizes the importance of empowering 
students to develop their voices and identities. By providing students with 
opportunities for self-reflection and critical thinking, educators can help them 
become active and engaged citizens. 

• Bridging the Gap: The book offers a valuable contribution to the ongoing 
conversation about how to prepare students for the challenges and opportunities 
of the 21st century. By bridging the gap between theory and practice, it provides 
a roadmap for educators seeking to create more meaningful and impactful 
learning experiences.  

 
In summary, Enabling Students' Voices and Identities is a significant contribution to 

the field of education. It offers a thought-provoking and timely exploration of the role of 
education in shaping the future, providing both theoretical insights and practical 
guidance for educators. 
 
Address Correspondences to: 
Dr. Nava Bar 
Dept. of Policy and Leadership in Education, Faculty of Education 
University of Haifa 
Email: navabar7@gmail.com 

mailto:navabar7@gmail.com

