David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
Journal of Moral Education 25 (4):381-393 (1996)
Abstract The relationship between poststructuralist theory and ethics or values in education is a complex and relatively unexplored one, yet in classrooms the ethical implications of theory are lived out daily in the relations between teachers and children. Teachers who are interested in bringing the insights of poststructuralist theory into their work with children still tend to refer back (consciously or otherwise) to the ethics of versions of liberal humanism in making value judgements. The incongruence which results can undermine changes that a teacher wants to bring about. One approach to this dilemma can be through narrative. Narrative, or story, is one of the ?technologies of the self most available to teachers and children for the construction, regulation and care of selves (as knowers, as learners and as moral agents), including the ongoing construction of values associated with feminine and masculine gender identities. Deconstruction of children's classroom and lived narratives can make this process visible. This paper will explore the specific and differing values made visible in one story told by five children
|Keywords||No keywords specified (fix it)|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
No references found.
Citations of this work BETA
No citations found.
Similar books and articles
Carole R. Beal, Andrew Garrod, Kate Ruben, Terri L. Stewart & Dawn J. Dekle (1997). Children's Moral Orientation: Does the Gender of Dilemma Character Make a Difference? Journal of Moral Education 26 (1):45-58.
David W. Gooderham (1997). What Rough Beast. . .? Narrative Relationships and Moral Education. Journal of Moral Education 26 (1):59-72.
Sunil Bhatia (2000). Language Socialisation and the Construction of Socio-Moral Meanings. Journal of Moral Education 29 (2):149-166.
J. Mark Halstead (1999). Moral Education in Family Life: The Effects of Diversity. Journal of Moral Education 28 (3):265-281.
Bert Roebben (1995). Catching a Glimpse of the Palace of Reason: The Education of Moral Emotions. Journal of Moral Education 24 (2):185-197.
Nuran Direk (2006). Philosophy for Children in Turkey. The Proceedings of the Twenty-First World Congress of Philosophy 4:17-21.
Ann Margaret Sharp (1987). What is a 'Community of Inquiry'? Journal of Moral Education 16 (1):37-45.
Muriel J. Bebeau & Mary M. Brabeck (1987). Integrating Care and Justice Issues in Professional Moral Education: A Gender Perspective. Journal of Moral Education 16 (3):189-203.
Michael Martin (1986). Science Education and Moral Education. Journal of Moral Education 15 (2):99-108.
Wouter Sanderse (2012). The Meaning of Role Modelling in Moral and Character Education. Journal of Moral Education 42 (1):28-42.
Daniel Putman (1995). The Primacy of Virtue in Children's Moral Development. Journal of Moral Education 24 (2):175-183.
Joanna Haynes & Karin Murris (2011). The Provocation of an Epistemological Shift in Teacher Education Through Philosophy with Children. Journal of Philosophy of Education 45 (2):285-303.
Andrew Garrod, Carole R. Beal, William Jaeger, Joshua Thomas, Jay Davis, Nicole Leiser & Almin Hodzic (2003). Culture, Ethnic Conflict and Moral Orientation in Bosnian Children. Journal of Moral Education 32 (2):131-150.
Sandy Farquhar (2012). Narrative Identity and Early Childhood Education. Educational Philosophy and Theory 44 (3):289-301.
Sandra Bosacki, Debra Harwood & Corina Sumaway (2012). Being Mean: Children's Gendered Perceptions of Peer Teasing. Journal of Moral Education 41 (4):473-489.
Added to index2010-09-02
Total downloads3 ( #425,669 of 1,696,508 )
Recent downloads (6 months)1 ( #342,645 of 1,696,508 )
How can I increase my downloads?