Year:

  1.  2
    Pedagogical Postures: A Feminist Search for a Geometry of the Educational Relation.Lovisa Bergdahl & Elisabet Langmann - 2018 - Ethics and Education 13 (3):309-328.
    Inspired by Adriana Cavarero’s recent work on maternal inclinations as a postural term, the overall purpose of this article is to seek out a geometry of the educational relation that is alien to the masculine myth of the ‘economic man’. Drawing on Jan Masschelein and Maarten Simons’s critique of the marketization of education, reading their giving ‘shape and form’ to the scholastic school through the geometry of Cavarero’s ‘maternal inclinations’, the article shows how images and metaphors associated with the posture (...)
    Direct download (3 more)  
     
    Export citation  
     
    My bibliography  
  2.  7
    On the Tolerance of Hate Speech: Does It Have Legitimacy in a Democracy?Nuraan Davids - 2018 - Ethics and Education 13 (3):296-308.
    In May 2017, yet another South African university became a site of hate speech. Three students chose to display Nazi-inspired posters, which advertised an ‘Anglo-Afrikaner student’ event, under the motto ‘Fight for Stellenbosch’. That the posters provoked the response which it so obviously sought, was evident in the student outrage, and the swift condemnation from university management. Neither the prevalence of hate speech, nor its predictable responses, is new. The central concern of this article is to consider the extent to (...)
    Direct download (4 more)  
     
    Export citation  
     
    My bibliography  
  3.  7
    Sheldon Wolin, Jean Vanier and the Present Age: Reflections on Replenishment, Resistance and Progress.Jeff Frank - 2018 - Ethics and Education 13 (3):360-369.
    ABSTRACTNeoliberalism is a force that seeks to commodify the time of education. Time must be productive. We rank journals and reward scholars who produce work published in those highly ranked journals. In the process of commodifying the work of scholarship, we lose time to the logics of neoliberalism. In search of this lost time, we need allies and resources that allow us to resist and reclaim that which replenishes value. This paper makes the case that a vision of progress connected (...)
    Direct download (4 more)  
     
    Export citation  
     
    My bibliography  
  4.  2
    Safe Space in the College Classroom: Contact, Dignity, and a Kind of Publicness.Jessica Harless - 2018 - Ethics and Education 13 (3):329-345.
    ABSTRACTCurrent discourse about higher education focuses on issues like government funding, student debt, and admissions diversity; however, increasing attention is being paid to issues of speech and politics in the university. Alongside a series of events at several institutions, calls for ‘safe space’ on campus have grown familiar. Yet the appropriateness of such spaces on campus is debated. In this article the notion of safety implied in calls for ‘safe space’ is clarified, and three reasons are suggested for supporting such (...)
    Direct download (3 more)  
     
    Export citation  
     
    My bibliography  
  5.  9
    Calming the ‘Perfect Ethical Storm’: A Virtue-Based Approach to Research Ethics.Clare Rawdin - 2018 - Ethics and Education 13 (3):346-359.
    Particular ethical tensions and dilemmas emerge when conducting qualitative educational research. This is further compounded where the predominant approach to research ethics is underscored by a dominant principalism which construes ethical rules as both universal and absolute. This article focuses on the ‘perfect ethical storm’ which is arguably created when ethnographic design, covert observation and practitioner research collide. Drawing on a doctoral study into therapeutic education, this analysis shows how such research may be ethically feasible when the qualitative researcher adopts (...)
    Direct download (4 more)  
     
    Export citation  
     
    My bibliography  
  6.  2
    Should School Students Be Encouraged to Do Their Best?John White - 2018 - Ethics and Education 13 (3):285-295.
    The paper picks up from the widespread use by politicians and some educational theorists of maximising notions about those being educated such as ‘reach their full potential’ or ‘make the best of themselves’ or ‘develop their talents to the full’. The paper discusses then puts some of these ideas on one side to focus on the injunction that school students should be encouraged to do their best. It puts forward a number of objections to this injunction as well as answers (...)
    Direct download (4 more)  
     
    Export citation  
     
    My bibliography  
  7.  6
    Ubiquitous Learning and Massive Communication in MOOCs: Revisiting the Role of Teaching as a Praxis.Saeid Zarghami-Hamrah & Marc J. de Vries - 2018 - Ethics and Education 13 (3):370-384.
    Direct download (2 more)  
     
    Export citation  
     
    My bibliography  
  8.  9
    Internationalizing Nussbaum’s Model of Cosmopolitan Democratic Education.Julian Culp - 2018 - Ethics and Education 13 (2):172-190.
    Nussbaum’s moral cosmopolitanism informs her capability-based theory of justice, which she uses in order to develop a distinctive model of cosmopolitan democratic education. I characterize Nussbaum’s educational model as a ‘statist model,’ however, because it regards cosmopolitan democratic education as necessary for realizing democratic arrangements at the domestic level. The socio-cultural diversity of virtually every nation, Nussbaum argues, renders it mandatory to educate citizens in a cosmopolitan fashion. Citizens must develop empathy and sympathy towards all co-citizens of their domestic polities (...)
    Direct download (3 more)  
     
    Export citation  
     
    My bibliography  
  9.  6
    Openness, Newness and Radical Possibility in Deweyan Work: A Response to Jasinski.Vasco D’Agnese - 2018 - Ethics and Education 13 (2):234-250.
    In his article Potentialism and the experience of the new, Jasinski argues for the use of a potentialist approach in education by relating it to a line of thought that starts with Dewey and is fulfilled by Agamben and Lewis. Although the reading that Jasinski offers on potentialism is interesting, his understanding of Dewey is problematic. In this paper, I argue that much of what Jasinski claims as worthy of pursuit in education is already contained in the Deweyan questions of (...)
    Direct download (5 more)  
     
    Export citation  
     
    My bibliography  
  10.  4
    Epistemic Freedom and Education.Geoffrey Hinchliffe - 2018 - Ethics and Education 13 (2):191-207.
    First of all, I define the concept of epistemic freedom in the light of the changing nature of educational practice that prioritise over-prescriptive conceptions of learning. I defend the ‘reality’ of this freedom against possible determinist-related criticisms. I do this by stressing the concept of agency as characterised by ‘becoming’. I also discuss briefly some of the technical literature on the subject. I then move on to discuss Gramsci’s concept of hegemony and Foucault’s idea of ‘productive power’: I argue for (...)
    Direct download (3 more)  
     
    Export citation  
     
    My bibliography  
  11.  1
    Contract Cheating Advertisements: What They Tell Us About International Students’ Attitudes to Academic Integrity.Louise Kaktiņš - 2018 - Ethics and Education 13 (2):268-284.
    At a time when contract cheating advertisements are proliferating both online and offline, an analysis of their format, wording and approach furnishes critical information for educational providers about the attitudes of international students towards academic honesty. This analysis, in company with the available research literature, points to particular concerns regarding international students, especially those who are undertaking business-related degrees. There is much disquiet on the part of universities generally about the failure of such students to engage in the academic discourse (...)
    Direct download (5 more)  
     
    Export citation  
     
    My bibliography  
  12.  56
    The Ethics of Border Guarding: A First Exploration and a Research Agenda for the Future.Peter Olsthoorn - 2018 - Ethics and Education 13 (2):157-171.
    Although the notion of universal human rights allows for the idea that states (and supranational organizations such as the European Union) can, or even should, control and impose restrictions on migration, both notions clearly do not sit well together. The ensuing tension manifests itself in our ambivalent attitude towards migration, but also affects the border guards who have to implement national and supranational policies on migration. Little has been written on the ethics that has to guide these border guards in (...)
    Direct download (5 more)  
     
    Export citation  
     
    My bibliography  
  13.  5
    Is the Use of Modafinil, a Pharmacological Cognitive Enhancer, Cheating?Sebastian Porsdam Mann, Pablo de Lora Deltoro, Thomas Cochrane & Christine Mitchell - 2018 - Ethics and Education 13 (2):251-267.
    Drugs used to provide improvement of cognitive functioning have been shown to be effective in healthy individuals. It is sometimes assumed that the use of these drugs constitutes cheating in an academic context. We examine whether this assumption is ethically sound. Beyond providing the most up-to-date discussion of modafinil use in an academic context, this contribution includes an overview of the safety of modafinil use in greater depth than previous studies addressing the issue of cheating. Secondly, we emphasize two crucial, (...)
    Direct download (3 more)  
     
    Export citation  
     
    My bibliography   1 citation  
  14.  11
    Teaching Evaluation Tools as Robust Ethical Codes.Sergei Talanker - 2018 - Ethics and Education 13 (2):221-233.
    I argue that teaching evaluation tools may function as ethical codes, and answer certain demands that ECs cannot sufficiently fulfill. In order to be viable, an EC related to the teaching profession must assume a different form, and such a form is already present in several of the contemporary TETs. The TET matrix form allows for certain features that are incompatible with the EC form. The TET’s benchmark scale – ranging from below the acceptable to the ideal level across the (...)
    Direct download (5 more)  
     
    Export citation  
     
    My bibliography  
  15.  13
    Is All Formative Influence Immoral?John Tillson - 2018 - Ethics and Education 13 (2):208-220.
    Is it true that all formative influence is unethical, and that we ought to avoid influencing children (and indeed anyone at all)? There are more or less defensible versions of this doctrine, and we shall follow some of the strands of argument that lead to this conclusion. It seems that in maintaining that all influence is immoral, one commits oneself to the idea that children have innate teleologies, that these may be frustrated, and that to frustrate a child’s innate teleology (...)
    Direct download (6 more)  
     
    Export citation  
     
    My bibliography  
  16.  10
    Is There Such a Thing as ‘White Ignorance’ in British Education?Zara Bain - 2018 - Ethics and Education 13 (1):4-21.
    I argue that political philosopher Charles W. Mills’ twin concepts of ‘the epistemology of ignorance’ and ‘white ignorance’ are useful tools for thinking through racial injustice in the British education system. While anti-racist work in British education has a long history, racism persists in British primary, secondary and tertiary education. For Mills, the production and reproduction of racism relies crucially on cognitive and epistemological processes that produce ignorance, and which promote various ways of ignoring the histories and legacies of European (...)
    Direct download (4 more)  
     
    Export citation  
     
    My bibliography   1 citation  
  17.  2
    Teacher-Led Codeswitching: Adorno, Race, Contradiction, and the Nature of Autonomy.Jack Bicker - 2018 - Ethics and Education 13 (1):73-85.
    Drawing on respective ideas from within both liberal political philosophy and Frankfurt School critical theory, this paper seeks to examine claims about autonomy and empowerment made on behalf of educational policies such as teacher-led codeswitching; a policy that seeks to empower students from racially marginalised groups by facilitating their proficiency in the language and cultural expressions of societally dominant groups. I set out to evaluate such claims by first sketching two competing formulations of autonomy; namely, liberal autonomy concomitant to political (...)
    Direct download (5 more)  
     
    Export citation  
     
    My bibliography  
  18.  7
    Racism as ‘Reasonableness’: Philosophy for Children and the Gated Community of Inquiry.Darren Chetty - 2018 - Ethics and Education 13 (1):39-54.
    In this paper, I argue that the notion of ‘reasonableness’ that is, for many, at the heart of the Philosophy for Children approach particularly and education for democratic citizenship more broadly, is constituted within the epistemology of ‘white ignorance’ and operates in such a way that it is unlikely to transgress the boundaries of white ignorance so as to view it from without. Drawing on scholarship in critical legal studies and social epistemology, I highlight how notions of reasonableness often include (...)
    Direct download (4 more)  
     
    Export citation  
     
    My bibliography  
  19.  27
    On Intellectual Diversity and Differences That May Not Make a Difference.Kristie Dotson - 2018 - Ethics and Education 13 (1):123-140.
    Direct download (2 more)  
     
    Export citation  
     
    My bibliography  
  20.  3
    Race, Pre-College Philosophy, and the Pursuit of a Critical Race Pedagogy for Higher Education.Melissa Fitzpatrick & Amy Reed-Sandoval - 2018 - Ethics and Education 13 (1):105-122.
    This article seeks to explore ways in which pre-college pedagogical resources – particularly Critical Race Pedagogy developed for high school students, as well as Philosophy for Children – can be helpfully employed by college level instructors who wish to dialogue with students about the nature of race and racial oppression. More specifically, we wish to explore how P4C can both learn from, and be put to the service of, CRP, and how this provides a useful framework for philosophical conversations about (...)
    Direct download (4 more)  
     
    Export citation  
     
    My bibliography  
  21.  10
    Knowledge and Racial Violence: The Shine and Shadow of ‘Powerful Knowledge’.Sophie Rudolph, Arathi Sriprakash & Jessica Gerrard - 2018 - Ethics and Education 13 (1):22-38.
    This paper offers a critique of ‘powerful knowledge’ – a concept in Education Studies that has been presented as a just basis for school curricula. Powerful knowledge is disciplinary knowledge produced and refined through a process of ‘specialisation’ that usually occurs in universities. Drawing on postcolonial, decolonial and Indigenous studies, we show how powerful knowledge seems to focus on the progressive impulse of modernity while overlooking the ruination of colonial racism. We call on scholars and practitioners working with the powerful (...)
    Direct download (4 more)  
     
    Export citation  
     
    My bibliography  
  22.  12
    Whiteliness and Institutional Racism: Hiding Behind Conscious Bias.Shirley Anne Tate & Damien Page - 2018 - Ethics and Education 13 (1):141-155.
    ‘Unconscious bias happens by our brains making incredibly quick judgements and assessments without us realising. Biases are influenced by background, cultural environment and experiences and we may not be aware of these views and opinions, or of their full impact and implications. This article opposes this point of view by arguing that bias is not unconscious but is conscious and linked to Charles Mills’ ‘Racial Contract’ and its ‘epistemologies of ignorance’. These epistemologies emerge from what the Equality Challenge Unit calls (...)
    Direct download (4 more)  
     
    Export citation  
     
    My bibliography  
  23.  7
    Reconstructing a ‘Dilemma’ of Racial Identity Education.Winston C. Thompson - 2018 - Ethics and Education 13 (1):55-72.
    In this paper, Thompson engages the fact that educators perceive themselves to be faced with an apparent dilemma regarding racial identity education. On one hand, their political obligations may incline them to teach racial identity so as to avoid reifying the reality of a racialized system of power. On the other hand, honoring their epistemic obligations to accurately represent the realities of the world may incline them to teach racial identity in a less consequentialist manner, prioritising the goal that students (...)
    Direct download (4 more)  
     
    Export citation  
     
    My bibliography  
  24.  4
    Affect, Race, and White Discomfort in Schooling: Decolonial Strategies for ‘Pedagogies of Discomfort’.Michalinos Zembylas - 2018 - Ethics and Education 13 (1):86-104.
    The present paper theorises white discomfort as not an individual psychologised emotion, but rather as a social and political affect that is part of the production and maintenance of white colonial structures and practices. Therefore, it is suggested that white discomfort cannot be critically addressed merely in pedagogic terms and conditions within schools and universities. By foregrounding white discomfort in broader terms, the aim of the paper is to provide a more holistic and dynamic account which opens up a realm (...)
    Direct download (4 more)  
     
    Export citation  
     
    My bibliography   1 citation  
 Previous issues
  
Next issues