Philosophy in Education: Questioning and Dialogue in Schools (co-authored with Dr. Jana Mohr Lone). Lanham: Rowman and Littlefield, 2016.
Articles and Chapters
“Navigating the Penumbra: Children and Moral Responsibility,” Southern Journal of Philosophy 58, no. 1 (March 2020): 77 – 101.
“MelArete and PEECh: Two Educational Approaches to Developing Ethical and Emotional Competencies” (1stauthor, with Federica Valbusa, Tugce B. Arda Tuncdemir, and Dr. Luigina Mortari), RicercAzione 10, no. 2 (December 2018): 117-134.
“How to Survive a Crisis: Reclaiming Philosophy as a Public Practice,” Palgrave Communications 4, (Fall 2018): online.
“Toward Engaging a Broader Public: Children and Public Philosophy” (1st author, with Dr. Desiree Valentine), Public Philosophy Journal 1, no. 1 (Spring 2018): 1-14.
“Ethics Across Early Childhood Education,” Ethics Across Curriculum: Pedagogical Perspectives, eds. Elaine Englehardt and Michael Pritchard (Cham, Switzerland: Springer International Publishing, 2018), 245-260.
“Critical Dialogue: A Key Skill for Citizenship” (3rd author, with Dr. Dana Mitra and Dr. Stephanie Serriere), Educational Leadership 75, no. 3 (November 2017): online.
“Philosophical Ethics in Early Childhood: A Pilot Study,” (1st author, with Tugce B. Arda Tuncdemir), Journal of Philosophy in Schools 4, no. 1 (May 2017): 74-101.
“Kindergartners and ‘Philosophical Dialogue’: Supporting Child Agency in the Classroom,” (2nd author, with Dr. Stephanie Serriere and Dr. Dana Mitra), Social Studies and the Young Learner 29(4) (March/April 2017): 8-12.
“Educating the Whole Child: Social-Emotional Learning and Ethics Education,” (1st author, with Nik Barkauskas), Ethics and Education 12, no. 2 (February 2017): 218-232.
“MELARETE and PEECh: Preface to an International Philosophy with Children Collaboration” (1st author, with Dr. Luigina Mortari), Childhood and Philosophy 13, no. 26 (January 2017): 69-86.
“Learning to Listen: Epistemic Injustice and the Child” (co-authored with Dr. Deborah Tollefsen), Episteme: Journal of Individual and Social Epistemology 13, no. 3 (September 2016): 359-377.
“Developing Leaders: Children and Ethical Leadership,” Ethics and Leadership, ed. Roksana Alavi (Baltimore: Kendall and Hunt, 2016).
“Classroom Dialogue as a Platform for Civic Engagement” (2nd author, with Dr. Stephanie Serriere and Dr. Dana Mitra) in Mitra and Serriere’s Civic Engagement in the Elementary Grades: Promoting Student Engagement in an Era of Accountability (New York: Teaching College Press, 2015), 15-21.
“Practicing Philosophy: Philosophy with Children and Experiential Learning,” Experiential Learning in Philosophy, eds. Julinna Oxley and Ramona Ilea (New York: Routledge Press, 2015), 21-36.
“Conflicting Sentiments: Mandeville, Hutcheson, and Hume on Virtue and Self-Interest,” Cahiers du Séminaire québécois en philosophie modern/Working Papers of the Quebec Seminar in Early Modern Philosophy 1, no.1 (March 2015): 117-137.
“Hannah Arendt, ‘Reflections on Little Rock,’ and White Ignorance,” Critical Philosophy of Race 3, no.1 (January 2015): 52-78.
“A Different Education: Philosophy and High School,” Philosophy in Schools: An Introduction for Philosophers and Teachers, eds. Sara Goering, Nicholas Shudak, and Thomas Wartenberg (New York: Routledge Press, 2012), 179-189.
“Doing Moral Philosophy with Youth in Urban Programs: Strategies from the Teaching Personal and Social Responsibility Model and the Philosophy for Children Movement” (2nd author, with Dr. Paul Wright and Dr. Deborah Tollefsen), Ethics in Youth Sport: Policy and Pedagogical Applications, ed. Richard Light and Stephen Harvey (New York: Routledge Press, 2012), 174-189.
“Reconsidering the Examined Life: Philosophy and Children,” Negotiating Childhoods, eds. Lucy Hopkins, Mark MacLeod, and Wendy C. Turgeon (Oxford, UK: Inter-Disciplinary Press, 2010), 191-200.
“Supporting Public Philosophy: Two Lives and Three Strategies,” Public Philosophy Journal 2, no 2 (2020).
“Dialogue and Ethics in the University Classroom,” Teaching Across the American Educational Experience: Models for Design, Instruction, and Assessment of Learning, ed. Dominic Scibilia (Rowman & Littlefield), 2019.