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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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David Carless, Kitrina Douglas and Joel Ip Ethics, Care and Truth in Education: A Pedagogical Narrative Inquiry 163

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David Carless, Joel Ip and Kitrina Douglas Ethics, Care and Truth in Education: A Pedagogical Narrative Inquiry Prologue When Jeanne Kentel asked us to contribute a chapter to this book, she provided us with a brief: to explore issues of applied ethics and care con- cerning the education of the young and to consider a pedagogy of ‘truth’ for young people in schools. To our delight, she also invited us to engage creatively in responding to this brief. Having accepted her invitation, we were (of course) faced with the decision of what to say – what to write – regarding some of the most enduring and thorny issues in education. Norman Denzin (2003) has called for researchers in the social sciences to focus their work on an intersection of biography, culture, and politics. Working in this way, we draw upon personal experience to shed light on politically and culturally relevant issues. This orientation is our starting point for the chapter because – through our lived biographies – the three of us have personal experience (in dif fering forms) of the delivery or receipt of educational provision in schools. To explain, we are: a former student- teacher and teacher (from 1988 to 1997), who is now a university-based researcher (David), a secondary school student ( Joel), and an independent researcher (Kitrina). From these biographical positions, what might we bring to a discussion of ethics, care, and truth in education? This discussion is at the same time personal, cultural, and political. It is endlessly complex. It is...

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