T Biswas
Biographic Data
| ID | 52208 |
|---|---|
| NAME | T Biswas |
| GIVEN NAMES | T |
| FAMILY NAME | Biswas |
| SIGNATURE | BISWAS T |
| AFFILIATIONS | University of Stavanger |
| ORCID | 0000-0003-4498-8703 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 34 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
‘Saber brincar’: A childist decolonial approach to play
The verb ‘play’ has multiple translations. The verbs used to denote play a musical instrument and play in children’s games differ in Portuguese as well as Nordic languages such as Norwegian. The theoretical distinction between verbs ‘jogar’ and ‘brincar’ guides a decolonial childist analysis of play, focusing on the role of the ‘figure of the child’ in Euro-centric coloniality/racism. The study uses an ethnographic exploration of children’s play …
Childism and philosophy: A conceptual co-exploration
This article is a conceptual co-exploration of the relationship between philosophy and childism. It draws upon a colloquium in December 2021 at the Childism Institute at Rutgers University. Nine co-authors lay out and interweave scholarly imaginations to collectively explore the concept of childism in critical philosophical depth. Through diverse entry points, the co-authors bring a wide range of theoretical perspectives to this task, some engagi…
Developing Disobedience: A Decolonial Childist Perspective on School Strikes for Climate Justice
What do the school strikes for climate teach (adults)? Beyond being apt responses to democratic exclusions, children's and young people's strikes also have educative potential (including for adults) through counterweighing formal education, as the authors previously argued. This paper continues to explore the educational import of children and young people's climate contentions as part of a more explicit decolonial agenda. In a first step, the pa…
Becoming good ancestors: A decolonial, childist approach to global intergenerational sustainability
There are two key questions consistently raised by children and youth since the onset of the school strikes for climate in 2018 in the Global North: Why study for a future, which may not be there? Why spend a lot of effort to become educated, when our governments are not listening to the educated? (conf. fridaysforfuture.org , n.d). While the same questions are shared by young climate activists from the Global South, there are other interrelated …
Childist theory in the humanities and social sciences
Data sharing not applicable to this article as no datasets were generated or analysed during the current study
Arriving at a question: Retrospections on post-qualitative slow research with children
This article presents retrospections on selected methodological explications of a slow research process with child citizens living in the urban, Sør-Trondelag region of Norway. The process was akin to what Gallacher and Gallagher have termed “muddling through” and was about primarily about ‘arriving at, asking and then attempting to answer the question: What is the scope for the philosophical blossoming of adults when they enter children’s playfu…
Feasibility of afforestation as an equitable nature-based solution in urban areas
What takes 'us' so long? The philosophical poverty of childhood studies and education
My argument addresses a significant history of philosophical racism-a term borrowed from Mogobe Ramose. The argument is: philosophical racism makes the racist philosophically poor, too. I propose that two philosophical keystones, i.e., ontological simultaneity and mutual causation need to be further developed by engaging non-Western contributions. I conclude by emphasising that childhood studies could level the playing field by paying attention t…
Letting Teach: Gen Z as Socio-Political Educators in an Overheated World
In this article, the author begins by grasping the present crisis through the social anthropological description of overheating . She then locates “Generation Z (Gen Z)” as a generation born into an overheated era and distinguishes their socio-political struggle for intergenerational climate justice from preceding generations. Following that, the author presents an analysis of the oppressive adultist dimensions of the challenges confronted by Gen…
Who Needs Sensory Education
Customarily, reflections on the need to educate sensory and bodily enactments with the world, take for granted that it is the child who must be educated. However, the educational passage of becoming 'rational' and 'grown up' often leaves the adult divorced from her own embodied self. As part of my engagement with childism (conf. Wall in Ethics in light of childhood, Georgetown University Press, Washington, 2010; The child as natural phenomenologi…
Strikingly educational: A childist perspective on children’s civil disobedience for climate justice
In this paper, we offer a childist reading of school strikes for climate in an overheated world. We argue that school strikes can be understood as offering a dynamic counterweight to formal education, by providing opportunities for children to self-educate, and for others, especially adults, to learn from them. We suggest that taking school strikes seriously as sites of political appearance—which highlight interdependencies and vulnerabilities in…
Strikingly educational: A childist perspective on children’s civil disobedience for climate justice
In this paper, we offer a childist reading of school strikes for climate in an overheated world. We argue that school strikes can be understood as offering a dynamic counterweight to formal education, by providing opportunities for children to self-educate, and for others, especially adults, to learn from them. We suggest that taking school strikes seriously as sites of political appearance—which highlight interdependencies and vulnerabilities in…
Letting Teach: Gen Z as Socio-Political Educators in an Overheated World
In this article, the author begins by grasping the present crisis through the social anthropological description of overheating . She then locates “Generation Z (Gen Z)” as a generation born into an overheated era and distinguishes their socio-political struggle for intergenerational climate justice from preceding generations. Following that, the author presents an analysis of the oppressive adultist dimensions of the challenges confronted by Gen…
Who Needs Sensory Education
Customarily, reflections on the need to educate sensory and bodily enactments with the world, take for granted that it is the child who must be educated. However, the educational passage of becoming 'rational' and 'grown up' often leaves the adult divorced from her own embodied self. As part of my engagement with childism (conf. Wall in Ethics in light of childhood, Georgetown University Press, Washington, 2010; The child as natural phenomenologi…
What takes 'us' so long? The philosophical poverty of childhood studies and education
My argument addresses a significant history of philosophical racism-a term borrowed from Mogobe Ramose. The argument is: philosophical racism makes the racist philosophically poor, too. I propose that two philosophical keystones, i.e., ontological simultaneity and mutual causation need to be further developed by engaging non-Western contributions. I conclude by emphasising that childhood studies could level the playing field by paying attention t…
Letting Teach: Gen Z as Socio-Political Educators in an Overheated World
In this article, the author begins by grasping the present crisis through the social anthropological description of overheating . She then locates “Generation Z (Gen Z)” as a generation born into an overheated era and distinguishes their socio-political struggle for intergenerational climate justice from preceding generations. Following that, the author presents an analysis of the oppressive adultist dimensions of the challenges confronted by Gen…
Who Needs Sensory Education
Customarily, reflections on the need to educate sensory and bodily enactments with the world, take for granted that it is the child who must be educated. However, the educational passage of becoming 'rational' and 'grown up' often leaves the adult divorced from her own embodied self. As part of my engagement with childism (conf. Wall in Ethics in light of childhood, Georgetown University Press, Washington, 2010; The child as natural phenomenologi…
Strikingly educational: A childist perspective on children’s civil disobedience for climate justice
In this paper, we offer a childist reading of school strikes for climate in an overheated world. We argue that school strikes can be understood as offering a dynamic counterweight to formal education, by providing opportunities for children to self-educate, and for others, especially adults, to learn from them. We suggest that taking school strikes seriously as sites of political appearance—which highlight interdependencies and vulnerabilities in…
Feasibility of afforestation as an equitable nature-based solution in urban areas
What takes 'us' so long? The philosophical poverty of childhood studies and education
My argument addresses a significant history of philosophical racism-a term borrowed from Mogobe Ramose. The argument is: philosophical racism makes the racist philosophically poor, too. I propose that two philosophical keystones, i.e., ontological simultaneity and mutual causation need to be further developed by engaging non-Western contributions. I conclude by emphasising that childhood studies could level the playing field by paying attention t…
Becoming good ancestors: A decolonial, childist approach to global intergenerational sustainability
There are two key questions consistently raised by children and youth since the onset of the school strikes for climate in 2018 in the Global North: Why study for a future, which may not be there? Why spend a lot of effort to become educated, when our governments are not listening to the educated? (conf. fridaysforfuture.org , n.d). While the same questions are shared by young climate activists from the Global South, there are other interrelated …
Childist theory in the humanities and social sciences
Data sharing not applicable to this article as no datasets were generated or analysed during the current study
Arriving at a question: Retrospections on post-qualitative slow research with children
This article presents retrospections on selected methodological explications of a slow research process with child citizens living in the urban, Sør-Trondelag region of Norway. The process was akin to what Gallacher and Gallagher have termed “muddling through” and was about primarily about ‘arriving at, asking and then attempting to answer the question: What is the scope for the philosophical blossoming of adults when they enter children’s playfu…
Childism and philosophy: A conceptual co-exploration
This article is a conceptual co-exploration of the relationship between philosophy and childism. It draws upon a colloquium in December 2021 at the Childism Institute at Rutgers University. Nine co-authors lay out and interweave scholarly imaginations to collectively explore the concept of childism in critical philosophical depth. Through diverse entry points, the co-authors bring a wide range of theoretical perspectives to this task, some engagi…
Developing Disobedience: A Decolonial Childist Perspective on School Strikes for Climate Justice
What do the school strikes for climate teach (adults)? Beyond being apt responses to democratic exclusions, children's and young people's strikes also have educative potential (including for adults) through counterweighing formal education, as the authors previously argued. This paper continues to explore the educational import of children and young people's climate contentions as part of a more explicit decolonial agenda. In a first step, the pa…
‘Saber brincar’: A childist decolonial approach to play
The verb ‘play’ has multiple translations. The verbs used to denote play a musical instrument and play in children’s games differ in Portuguese as well as Nordic languages such as Norwegian. The theoretical distinction between verbs ‘jogar’ and ‘brincar’ guides a decolonial childist analysis of play, focusing on the role of the ‘figure of the child’ in Euro-centric coloniality/racism. The study uses an ethnographic exploration of children’s play …
Sociology (9 works) · Children's Rights and Participation (7 works) · Law (5 works) · Political science (5 works) · Epistemology (4 works) · Philosophy (4 works) · Politics (4 works) · Psychology (4 works) · Social science (4 works) · Early Childhood Education and Development (3 works)