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Educating the Young

The Ethics of Care

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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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Jeanne Adèle Kentel Introduction to Part Two: Child Honouring 87

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Jeanne Adèle Kentel Introduction to Part Two: Child Honouring Children are both vulnerable and resilient playful and somber spirited and worn Children are both curious and listless lively and languid disconcerted and calm Children are both sensitive and indif ferent inquisitive and jaded powerful and frail Children are both giving and receiving discerning and receptive secluded and warm1 Child Honouring requires us to experience the world through the eyes of a child and as a child. It calls on us to reconsider the vulnerability and dependency of children opting instead for a conception that recognizes their abilities and contributions to a better world. This section considers this vantage point through a view of the child as educator. 1 All poetry in the introductory sections is by Jeanne Adèle Kentel. 88 Jeanne Adèle Kentel Julia Ellis provides us with inspiring examples whereby schools create spaces for the young to be caring. She listens to educators who provide school-wide and classroom opportunities for children to care for each other. Her consideration of child honouring includes children establish- ing ‘a rightful place’ through their own contributions. Ellis translates the child-to-child caring she observes occurring in schools and classrooms to teacher education and invites teacher educators and becoming teachers to create an ‘open space to share unspeakable preoccupations’. In doing so she envisions a climate of authenticity whilst honouring the child’s view of meaningful learning and relevant curricula. Hayley Fitzgerald interrogates concerns of disability stigma, ablist values, and the ‘f lagship...

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