Developing an ethical school through appreciating practice? Students' lived experience of ethical situations in school
David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Ethics and Education 3 (1):41-55 (2008)
In meetings between people in school our values are shown through, for example, our actions, our speech and body language. These meetings can be regarded as ethical situations, which can arouse strong emotional reactions that ordinary, everyday situations usually do not do. The aim of this paper is to illuminate, interpret and discuss students' lived experiences of ethical situations in their school. The participants in the study were students in a Swedish secondary school, and the empirical data consisted of written reflections and interviews. The study is based on the lived experiences of students. The analysis of the empirical data resulted in two themes: response in speech and action , and power relations . The comprehensive understanding of the results is that healthy relationships play an important ethical role in the school. Finally, we discuss how ways of listening to students' voices and appreciating practice can develop an ethical school
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References found in this work BETA
John Dewey (1910). How We Think. D.C. Heath.
Alice Lesnick (2006). Forms of Engagement: The Ethical Significance of Literacy Teaching. Ethics and Education 1 (1):29-45.
Emmanuel Levinas (1969). Totality and Infinity. Pittsburgh, Duquesne University Press.
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