Teachers see diversification as deliberate design of experiences for engaging with difference, not curriculum expansion¶

Claim · All claims
Evidence · 1 study · qualitative r? · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Teachers understood diversification less as curriculum expansion than as deliberate design of experiences helping students engage responsibly with difference. → Timmenga 2026

Evidence¶

Timmenga 2026¶

Timmenga, F., & van der Zande, I. (2026). Evaluating and diversifying philosophy education. Learning and Instruction, 104, 102369. https://doi.org/10.1016/j.learninstruc.2026.102369

q2 · i? · qualitative · r?

Thematic finding from interviews with eighteen philosophy teachers; the article states diversification "was seen less as curriculum expansion than as the deliberate design of experiences that help students engage responsibly with difference."

"Diversification was seen less as curriculum expansion than as the deliberate design of experiences that help students engage responsibly with difference."

Discussion¶

Related Claims¶

• Positioning personal experience as an epistemic resource supports expansion from inward to outward critical orientations — related
• In a pedagogical space, epistemic injustice might be activated when teachers' identity prejudice leads them to give a student less credit, and the curriculum can block or enable students' understanding and expression of their social experiences — related