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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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Jeanne Adèle Kentel Introduction to Part Three: Telling our Children the Truth 161


Jeanne Adèle Kentel Introduction to Part Three: Telling our Children the Truth Children in their honesty openness and zest for life touch us in a way that is never forgotten1 Telling the truth is a basic element of moral education. Yet as adults we per- petually find ways of justifying the lies we tell our young through omission or commission. We shelter children from the truth convincing ourselves that it is somehow for their betterment. This section explores a pedagogi- cal space whereby telling our children the truth requires us to first tell the truth to ourselves. Carless, Ip, and Douglas provide a merger of pedagogical perspectives through stories of teaching, learning, and life. This chapter is unique in the way that it honours the voice of the young embodied in the narrative contributions of Joel Ip, a secondary school student. Together the authors recount the dif ficult, the pleasurable, and the in-between of being in school, growing up, and growing older. They invite readers to think, rethink, recol- lect, laugh, wonder, relate, weep, resist, question, and breathe. Through the stories and because of the stories an educative purpose is revealed. That is, through their personal narratives they unveil a fundamental pedagogical truth: ‘Things which cannot be said … in ‘real life’ are said in the stories’. 1 All poetry in the introductory sections is by Jeanne Adèle Kentel. 162 Jeanne Adèle Kentel Moore and Mitchell espouse a critical approach to human rights educa- tion through an emancipatory...

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