Journal of Moral Education 15 (1):58-67 (1986)

Abstract
Abstract In this paper the authors examine the nature and significance of the interface between race, culture and morality and the implications for the classroom teacher in relation to schooling generally and moral education in particular. They argue that morality is circumscribed by the culture(s) from which it derives and within which it operates. It is therefore, impossible to consider one without the other. The same applies in relation to race and culture and similarly to the holism of race, culture and morality. Having argued that culture in Britain has been increasingly racialized, they make the case for an anti?racist approach to moral education which debunks the racial baggage from contemporary conceptions of morality. They finally argue that since teachers, like pupils, bring their own values and perceptions with them to school, teachers need to acknowledge this and respond positively within the context of a ?multi?ethnic? Britain
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DOI 10.1080/0305724860150107
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References found in this work BETA

The Abolition of Man.C. S. Lewis - 1947 - New York: the Macmillan Company.
Moral Education in a Secular Society.Paul H. Hirst - 1975 - British Journal of Educational Studies 23 (2):230-231.
Moral Education: Theory and Practice.Meriel Downey & A. V. Kelly - 1979 - British Journal of Educational Studies 27 (3):265-267.
The Lessons of History.Will Durant - 1968 - New York: Simon & Schuster.

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Citations of this work BETA

Racism and Rationality: The Need for a New Critique.David Theo Goldberg - 1990 - Philosophy of the Social Sciences 20 (3):317-350.

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