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Amy Reed-Sandoval, Jeshua Evans, Britney Gonzalez Hernadez, and Rachel Schell, Dept. of Philosophy, University of Nevada Las Vegas

—Since its founding as an academic subfield and community outreach initiative, Philosophy for Children (or “Pre-College Philosophy”) has always confronted borders and barriers, both figurative and material. The most obvious of these, of course, is the academic “border” that often serves to keep children and young people out of philosophy by maintaining that only adults are capable and worthy of “real” philosophical activity. In recent years, Philosophy for Children practitioners have also explored how the borders and barriers of class, language, race/ethnicity, gender, and ability—not to mention material borders themselves—also impact which children, and which communities, are granted the status of philosophical knowers.

In this presentation, students and faculty from the 51�ԹϺ��� Department of Philosophy will reflect on how they explored these questions while doing philosophical outreach with working-class children at the U.S.-Mexico border. First, Amy Reed-Sandoval will provide a brief overview of the state of the literature on "positionality," borders, and Philosophy for Children. Second, Jeshua Evans, Britney Gonzalez Hernandez, and Rachel Schell will each present a research question they have been exploring since they visited the U.S.-Mexico border in a 2024 study away program in which they conducted Philosophy for Children outreach activities. Finally, following a discussion of these research presentations, the presenters will facilitate a fun, collaborative Philosophy for Children activity and dialogue with audience members; all attendees are welcome to participate.