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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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Shannon Moore and Richard Mitchell Human Rights Within/Without Education: A Critical Pedagogy for Troubling Times 189


Shannon Moore and Richard Mitchell Human Rights Within/Without Education: A Critical Pedagogy for Troubling Times The recent collapse of neoliberal global capitalism and the lack of alterna- tive visions have generated the impetus for this chapter whereby we make an argument for a radicalized, participatory, human rights pedagogy as an ethical response. Central to our standpoint is the right to universal primary and secondary education and a concomitant right to a transdisciplinary knowledge of human rights. As Hyslop-Margison and Thayer (2009: xv) tell us, ‘These are extremely tenuous times for modern democratic states’, and thus, critical educators the world over face the challenge of generating a thirst for new knowledge in relations with their pupils. Bearing in mind that the needs of children must have priority (underscored by Nel Noddings in the opening chapter), we draw upon scholars from diverse human rights and pedagogical discourses to foster and renew critical dialogue – a peda- gogy of truth – amongst educators and their students about what human rights, social justice, and equity might actually mean in anyone’s classroom. These authors contend that a critical approach to pedagogies of human rights has real potential for transcending cultural, political, and economic barriers in this emergent global assemblage (Sassen 2008; see also Vrasti 2009). Their position considers that freedom of speech, freedom of the press, rights to peaceful assembly, gender, cultural, sexual orientation and language rights, the rights to participate in free societies and to vote in free elections, freedom of religion or none, and the...

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