What does it mean to teach for human dignity? Pivoting around the recently published, Descriptive Inquiry in Teacher Practice: Cultivating Practical Wisdom to Create Democratic Schools, book authors and critics with disparate backgrounds will respond to this question. In the process, they will invite readers to also respond, working together to construct further understanding. In bringing together scholars around a shared question, the review borrows from Descriptive Inquiry – the method for studying teaching described in the book. Critics: Ashley Taylor, (...) Colgate University & Vikramadity Joshi, Teachers College, Columbia, Doris Santoro, Bowdoin College, Sam Rocha, University of British Columbia, Rachel Wahl, University of Virginia. (shrink)

This paper is premised on the understanding that racism is deeply and widely entrenched in our culture and the ethical claim that we operate within complex networks of habituated practices. Within this framework, we ask how do we disrupt these calcified, complex, and racist ways of being? Specifically, we explore how teachers are habituated into particular ways of seeing and acting. We argue generally that conscious cultivation can promote greater equity and specifically that changing teacher talk is a necessary part (...) of this cultivation if racist norms are to be disrupted and replaced with more equitable ways of seeing in schools. In making this argument, we draw on a practice, Descriptive Inquiry, to cultivate more equitable talk and describe how it led to changes in four urban public schools. (shrink)

Wrestling with God in the modern West -- Understanding Christian wrestling about ethics -- Wrestling with the violence of conquest -- Wrestling with war in a modern world -- Wrestling with the violence of oppression -- Wrestling with violence and injustice abroad and at home -- Has anyone prevailed?

Two types of Judeo-Christian perspective stress the imperative to act to relieve suffering and transcend violence: liberation theology and the "religious humanitarian perspective." Both link ethics and action; both influence political debate.

Lynch addresses the return to Immanuel Kant—a "prophet of progressive international reform"—and examines the relationship between the Kantian system of ethics and the development of international law in the post-Cold War era.

The rule books, though they claimed to heed only the call of logic, were nonetheless bound by their historical context: punctuation guidelines have been heavily indebted to intellectual, cultural, and aesthetic trends. No matter what analytical authority rule books claimed, their codifications had at least as much to do with their historical context as with syntax. When punctuation is properly contextualized, it can yield insight into problems that transcend disciplinary boundaries: it asks us to consider how we communicate within the (...) disciplines and beyond them and how disciplines create and maintain interpretive norms. It is this account of punctuation that I begin to develop here.I want to track the much-maligned semicolon and its fellow punctuation marks as rules for their usage were established and evolved. I consider the consequences of the nineteenth-century explosion of systems of grammar rules by way of the story of a semicolon in a statute that deprived Bostonians of late-night liquor from 1900–1906. The “Semicolon Law,” as it came to be known, exemplifies problems of interpretation still live in legal theory. I contrast the demands of legal formalism with the expectations of close reading in the humanities and social sciences. I conclude by attending to the inheritance left to us by nineteenth-century grammarians' impassioned attempts to bring order to English: The Chicago Manual of Style. I raise some critical questions about our attitudes towards rules, and consider how those attitudes influence our approach to punctuation and our passions about semicolons. (shrink)

This article presents narratives from 13 Indigenous early career academics (ECAs) at one university in Auckland, New Zealand. These experiences are likely to represent those of Indigenous Māori and Pasifika ECAs nationally, given the small, centralised nature of the national academy of Aotearoa New Zealand. The narratives contain testimony, fictionalised vignettes of experience, and poetic expressions. Meeting the demands of an academic role in one’s first years of working at a university is a big deal for anyone; the extra pressures (...) and challenges for Indigenous Māori and Pacific staff are immense, yet little understood by White ‘others.’ A writing workshop was the initial catalyst of this collective writing project. Through these insider narratives, this article presents a collective description of, and response to, the experience of Māori and Pasifika early career academics. (shrink)

This article considers how networked large urban screens can act as a platform for the creation of an experimental transnational public sphere. It takes as a case study a specific Australia-Korea cultural event that linked large screens in Federation Square, Melbourne, and Tomorrow City, Incheon,1through the presentation of SMS-based interactive media art works. The article combines theoretical analyses of global citizenship, mobility, digital technologies, and networked public space with empirical analyses of audience response research data collected during the screen event. (...) The central argument is that large public screens can offer a strategic site for examining transformations in the constitution of public agency in a digitized, globalized environment. The idea of ‘aesthetic cosmopolitanism’ is finally proposed as a conceptual framework for understanding how new forms of transnational public agency in mediated public spaces might operate. (shrink)

This article analyzes selected short stories in Cecelia Ahern’s thirty-narrative collection Roar to see how the perspectives of posthuman and postfeminist critique can be incorporated via the common dystopic umbrella into the mainstream female readership of romance literature. The dystopic worlds created by Ahern in Roar portray inequality and power imbalances with regard to gender and sex. The protagonists are mostly middle-aged women whose family and personal lives are either regulated by dystopic realities or acquire a “dystopic” dimension, the (...) solutions to which are provided by, among other tropes, “posthuman” transformations. Roar introduces other-than-human elements, mostly corporeal alterations, in which the female bodies of Ahern’s characters become de-formed and re-formed beyond androcentric systems of value. The article raises the question of whether feminist and, to some extent, “posthuman” approaches, need to be popularized in such an abridged way as Ahern does in her volume. The answer depends upon the identification of the target audience and their expectations. Ahern’s Roar represents popular literature intended to be sold to as many readers as possible, regardless of their education, state of knowledge, etc. Viewed from that perspective, what some critics could perceive as the collection’s structural weaknesses constitutes its utmost marketing asset. The essay argues that despite not being a structurally innovative work of art, Ahern’s book fulfils the basic requirements of the popular fiction genre, intermittently providing some extra, literary gratification and popularizing rudimentary elements of the posthuman and postfeminist thought. (shrink)

In this essay, Elizabeth Campbell reviews three recent books that address the ethical nature of professional practice: Knowledge and Virtue in Teaching and Learning: The Primacy of Dispositions, by Hugh Sockett; The Good Life of Teaching: An Ethics of Professional Practice, by Chris Higgins; and Towards Professional Wisdom: Practical Deliberation in the People Professions, edited by Liz Bondi, David Carr, Chris Clark, and Cecelia Clegg. While the first two books are situated within the context of teaching and education, the (...) third book, as an edited volume, contains chapters that represent a multidisciplinary perspective on the work of professionals within nursing, social work, counseling, and the ministry, as well as in teaching. Each of the books engages in the careful inquiry into philosophy broadly and educational philosophy specifically from conceptual frameworks widely associated with Aristotelian virtue ethics. Writing from an applied perspective on the field of scholarship relating to the moral and ethical dimensions of teaching, Campbell applauds the books for their timely reminder of the central role or persona of the individual professional as a moral agent and ethical practitioner. She argues that within the contemporary context of teacher education, which tends either to neglect or narrowly define the ethics of the profession, such an emphasis on the cultivation of personal character and responsibility within a framework of clear ethical dispositions or virtues is a welcome contribution to the field. It enables teachers, teacher educators, and student teachers to concentrate on both the ethics of practice and the practice of ethics in the ongoing quest to further their own development of virtue, practical wisdom, and personal and professional knowledge. (shrink)