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  1. Teacher Regulation and Agency Through the Lens of Durkheim’s Professional Ethics.Louise Campbell - 2022 - Ethics and Education 17 (1):30-43.
    ABSTRACT In discussions of the regulation of teaching, there are a number of issues which arise concerning how teachers understand the professional expectations upon them and the role that such standards play in supporting and maintaining the ethical dimensions of teachers’ practice. Arguably, teachers’ professional standards evolve to meet the needs of the societies in which they exist. Consequently, they provide a locus for analysis of the desires, aspirations and philosophical perspectives of the social and educational systems to which they (...)
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    COVID-19 and Young People in Spain. The Emergence of Values Education as a Strategy for Civic Responsibility.Alexis Cloquell-Lozano, Remedios Aguilar-Moya, Carlos Novella-García & Juan Antonio Giménez-Beut - 2022 - Ethics and Education 17 (1):77-100.
    ABSTRACT The impact of the Covid-19 pandemic has provoked a series of consequences all over the world, especially in young people. On the other hand, this sector of the population has shown an evident and baffling increased failure to comply with public health measures put in place, which has had a knock-on effect on the number of infections detected. These attitudes have resulted in repeated calls by bodies such as the World Health Organisation to remember the risks of this kind (...)
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    Satan as Teacher: The View From Nowhere Vs. The Moral Sense.Johan Dahlbeck - 2022 - Ethics and Education 17 (1):14-29.
    To what extent should teachers promote the view from nowhere as an ideal to strive for in education? To address this question, I will use Mark Twain’s The Mysterious Stranger as an example, illustrating the stakes involved when the view from nowhere is taken to be an attainable educational ideal. I will begin this essay by offering a description of Thomas Nagel’s view from nowhere. Having done this, I will return to Twain’s story, providing some further examples of how access (...)
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  4. Professing the Vulnerabilities of Academic Citizenship.Nuraan Davids - 2022 - Ethics and Education 17 (1):1-13.
    ABSTRACT As academics, we do not only produce and reproduce knowledge; we also produce our citizenship as a social and agonistic space. There are nuances embedded within academic citizenship – unqualifiable, but compelling in their production and reproduction of power dynamics, bringing into disrepute notions of academic citizenship as a homogenous or inclusive space. There are ways of being and becoming within citizenship that might be less readily conceivable, and hence, slip beneath the radar of scholarly scrutiny and debates.We have (...)
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  5. To Beat or Not to Beat? On Music, Violence, and Education.Wiebe Koopal - 2022 - Ethics and Education 17 (1):117-139.
    ABSTRACT In this article I venture the hypothesis that music confronts education with the possibility to think violence in ways that are both inherently educational and radically affirmative. Beginning with a reflection on a poem by Elizabeth Barrett Browning, which emphatically evokes the violence within the genesis of music, I then move in a different direction in the second section, which surveys how extant educational has thematized violence so far. Concluding that this thematization, notwithstanding many nuances, invariably implies a negative (...)
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  6. Taking the Moral Authorship of Children and Youth Seriously in Times of the Anthropocene.Christina Osbeck, Heila Lotz-Sisitka & Karin Sporre - 2022 - Ethics and Education 17 (1):101-116.
    ABSTRACT In this article we argue for the need to take the moral voices of children and youth seriously particularly in times of the Anthropocene. Drawing on theories in ethics by John Wall, moral development according to Mark B. Tappan, and education in line with the works by Vygotsky, we construct a conceptual framework where the notions ‘narrative,’ ‘moral authorship’ and ‘free will’ can open new creative understandings of human ethical competence; a competence based in a relational, contextual and societal-cultural (...)
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  7. Rethinking Education to Counter Violent Extremism: A Critical Review of Policy and Practice.Fatima Waqi Sajjad - 2022 - Ethics and Education 17 (1):59-76.
    ABSTRACT This paper explores the alarming phenomenon of violent extremism in university campuses. It probes why education fails to prevent violent extremism in this case? Drawing on Robert Cox’s distinction of problem solving and critical theories, the paper examines policy discourses that aim to prevent violent extremism through education. It is observed that dominant policy discourses take up problem solving approaches to prevent/counter violent extremism and fail to take into account the broader structural violence that feeds extremist ideologies. The counter (...)
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