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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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Lindsay Fitzclarence The Globalization of Violence:Towards an Education of Care and Responsibility 211

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Lindsay Fitzclarence The Globalization of Violence: Towards an Education of Care and Responsibility1 Introduction It’s early February, the month when Australians start a new school year. The year is 1970 and the setting is a regional secondary school in the middle of a working class industrial area. I am attending as a trainee physical educa- tion teacher in the final phase of a university programme. After a little over a week, the daily routines of work already appear to be well established. Most of the administrative attention is being directed towards newcomers: students and staf f. Posted bulletins, daily updates for staf f, and regular announcements to students provide information about rules, regulations, and expectations. In the staf f room, senior teachers induct young and new teachers into the rhythms of long established work practices. As a short term visitor I am given the chance to watch these dif ferent processes of ‘normalization’ take place. At recess and lunch breaks I am an outsider in the staf froom. During these times of social chit chat, banter between dif ferent academic groups, and the occasional announcement by senior administration, I am happy to sit quietly towards the back of the room and watch, listen, and occasionally join in. Such is the life of a student teacher during a practicum, especially at this time of yearly transition. In retrospect, it makes sense that I should have been the one to hear the knock at the staf f room door. 1 With thanks...

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