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Educating the Young

The Ethics of Care


Edited By Jeanne Adèle Kentel

This collection of essays initiates a conversation about the educational interests of the young and considers the potential for pedagogical transformation. Organized into three parts, dealing with the pedagogy of care, child honouring and telling children the truth, respectively, the volume engages with some of the key ethical challenges involved in educating young people. Through the diverse perspectives and approaches of sixteen authors, the book examines conflicting educational ideologies through a critical pedagogical lens. These authors consider poetic, aesthetic, inspiring, historical, political and ethical ways of both educating and being educated by the young. The volume aims to provoke further thought and debate among those who wish to consider the complex nature of educating the young with honesty, honour and care.


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Preface xiii


Preface Several years ago I travelled through rural Kenya as a novice researcher. My usual means of transport was on foot or via a matatu or bus. Matatus are large vans used for public transport – the music is loud, the paint jobs are trendy, and the company comprises as many persons, chickens, and goats that will fit. On one particular day following an extended journey on a number of vehicles to the Rift Valley, I dismount the matutu nearby the school grounds. I weave through dozens of children playing in the courtyard toward the of fice of the head teacher. This is my second visit to the school – the first being primarily to introduce myself and sort out permissions for my inquiry. We greet each other and the head teacher informs me that many teachers are away at a seminar and since there are no replacement educators the children are all out on the playing fields. As I amble through to the field, I see clusters of children thrashing sisal, weaving baskets, creating orbs with which to play, boxing, running, skip- ping, f lipping, jumping, singing, dancing, clapping, laughing. Hundreds of children are playing on the fields without any adult supervision. They are engaged. They are caring for each other. There is no fighting, no bul- lying, no anger that I can decipher. Hours of informal learning take place without incident. The children enact a form of self-governance. This vignette is not a familiar sight. In Westernized cultures, fears of...

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