Winston C. Thompson is an Associate Professor in the Department of Educational Studies and Associate Professor in the Department of Philosophy (by courtesy) at The Ohio State University. He is also the incoming Director of OSU Center for Ethics and Human Values. He received his PhD (with distinction) in Philosophy and Education from Teachers College, Columbia University. Thompson’s scholarship explores ethical/political dimensions of educational policy and practice. His work on justice and the role of education in a pluralistic, democratic society has appeared in Educational Theory, Philosophy of Education, Teachers College Record, The Journal of Philosophy of Education, Educational Philosophy and Theory, and Studies in Philosophy and Education. Building upon a project he initiated as a Fellow-in-Residence at the Edmond J. Safra Center for Ethics at Harvard University; Thompson is currently working on two monographs, one on the ethics of teaching race and racial identities.
“My work builds on the Black Legacy of advocating for equity, justice, and joy for Black communities, as well as society at large, by engaging deeply with the ethical and political dimensions of educational policy and practice through a lens informed by critical theories and the rich intellectual traditions of Black philosophy and activism. This engagement is rooted in a commitment to understanding and addressing the systemic injustices and inequalities that disproportionately affect Black communities, and to exploring the transformative potential of education as a means of fostering social justice, equity, and joy. My scholarship is grounded in the critical examination of justice and equity as conceptualized within the broader Black intellectual tradition. This involves engaging with the works of Black philosophers, educators, and activists who have profoundly shaped our understanding of these concepts, such as W.E.B. Du Bois, Bell Hooks, Cornel West, and Angela Davis. By integrating their insights into the ethical and political analysis of educational practices and policies, my work contributes to a deeper understanding of how these practices and policies can be aligned with the goals of equity, justice, and joy for Black communities. My draft monograph on the ethics of teaching race and racial identities specifically addresses the challenges and opportunities of educating about race in ways that are truthful, empowering, and conducive to building a more just and equitable society. This work builds on the Black Legacy by emphasizing the importance of an education that critically examines racial injustices, celebrates Black cultures and histories, and fosters a sense of joy and pride in Black identity. It also explores pedagogical strategies that can help students of all backgrounds understand the significance of race and racism, develop empathy, and commit to anti-racist actions. Through my engagement with educational theory and philosophy, I advocate for policies and practices that reflect a commitment to justice and equity, drawing attention to the ways in which educational systems can either perpetuate or challenge structural inequalities. This includes advocating for curriculum reforms that incorporate Black histories and contributions into all areas of study, promoting pedagogical approaches that are responsive to the needs and experiences of Black students, and supporting policies that aim to dismantle educational disparities. By focusing on the role of education in a pluralistic, democratic society, my work underscores the importance of educational institutions as sites for cultivating democratic values, critical thinking, and active citizenship. This perspective is informed by the Black Legacy of striving for a society where all individuals, regardless of race, can experience justice, equity, and joy. Education, in this view, is not only about personal advancement but also about collective empowerment and the creation of a more just and joyful world.”
