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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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Notes on Contributors 267


Notes on Contributors David Carless is a senior research fellow in the Carnegie Research Institute at Leeds Metropolitan University, UK. His work focuses on the use of narrative and arts-based approaches to understanding mental health, identity and wellbeing in and through physical activity and sport. Kitrina Douglas played golf on the Ladies’ European Tour for twelve years and has worked in broadcasting and the media. Since 1996 she has been conducting narrative and arts-based research in the areas of sport, exercise, and health and is currently an Honorary Visiting Fellow at the University of Bristol, UK. Julia Ellis is a professor in the Department of Elementary Education at the University of Alberta. Her research interests have included: children and place; mentorship, peer support, and student leadership programs in schools; perspectives of ‘dif ficult students’ about belonging and encour- agement; qualitative research; narrative inquiry with children and youth; teacher as interpretive inquirer; gender issues in schools; multicultural- ism; and having students use creative problem solving strategies in their assignments. Juan-Miguel Fernández-Balboa was born in Barcelona, Spain, in 1956. He received his undergraduate degree in physical education from the National Institute of Physical Education in Barcelona (1983) and his doctorate in education from the University of Massachusetts, Amherst (1989). After teaching in North American institutions of higher education for twenty years where he reached the rank of full professor, he is now with the Departamento de Educación Física, Deportes y Motricidad Humana, at the Universidad Autómoma de Madrid,...

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