1.  86
    Aesthetics of Surrender: Levinas and the Disruption of Agency in Moral Education.Ann Chinnery - 2003 - Studies in Philosophy and Education 22 (1):5-17.
    Education has long been charged with the taskof forming and shaping subjectivity andidentity. However, the prevailing view ofeducation as a project of producing rationalautonomous subjects has been challenged bypostmodern and poststructuralist critiques ofsubstantial subjectivity. In a similar vein,Emmanuel Levinas inverts the traditionalconception of subjectivity, claiming that weare constituted as subjects only in respondingto the other. In other words, subjectivity isderivative of an existentially priorresponsibility to and for the other. Hisconception of ethical responsibility is thusalso a radical departure from the prevailingview (...)
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  2.  12
    Caring for the Past: On Relationality and Historical Consciousness.Ann Chinnery - 2013 - Ethics and Education 8 (3):253-262.
    Over the past 20 years, there has been a shift in history education away from a view of history as the pursuit of an objective, universal story about the past toward ‘historical consciousness,’ which seeks to cultivate an understanding of the past as something that makes moral demands on us here and now. According to Roger Simon, historical consciousness calls us to ‘live historically’ – to live in a particular kind of ethical relationship with the past. However, no matter how (...)
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  3.  23
    On Moral Luck and Nonideal Moral Education.Ann Chinnery - 2015 - Educational Theory 65 (2):169-181.
    In contrast to the Kantian principle that we are morally accountable only for those actions over which we have control, Bernard Williams, Thomas Nagel, and others have argued that luck plays a significant role in the moral life. Put briefly, moral luck is at play when we are appropriately praised or blamed for our moral actions despite the fact that at least some aspects of what we are being judged for lie beyond our control. In this essay, Ann Chinnery discusses (...)
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  4.  62
    On Timothy Findley’s The Wars and Classrooms as Communities of Remembrance.Ann Chinnery - 2014 - Studies in Philosophy and Education 33 (6):587-595.
    In this paper I explore the connection between narrative ethics and the increasing emphasis on historical consciousness as a way to cultivate moral responsibility in history education. I use Timothy Findley’s World War I novel, The Wars, as an example of how teachers might help students to see history neither simply as a collection of artefacts from the past, nor as an effort to construct an objective view about what went on in those other times and places, but rather as (...)
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  5. 15 Justice in the Name of the Other.Ann Chinnery & Heesoon Bai - 2008 - In Denise Egéa-Kuehne (ed.), Levinas and Education: At the Intersection of Faith and Reason. Routledge. pp. 18--228.
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    Editorial: Reviews and Rejoinders in Studies in Philosophy and Education.Ann Chinnery - 2010 - Studies in Philosophy and Education 29 (5):417-419.
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    The Editor Wishes to Express His Gratitude to the Following People for Their Willingness to Act as Manuscript Reviewer for the Journal Between June 2004 and September 2005. They Have Made an Indispensable Contribution to the Journal. [REVIEW]Bernadette Baker, Ylva Boman, Michael Bonnett, Deborah Britzman, Mikael Carleheden, Ann Chinnery, James Conroy, Ian Davies, Eduardo Duarte & Richard Edwards - 2005 - Studies in Philosophy and Education 24:531.
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    Review of Clarence W. Joldersma, A Levinasian Ethics for Education’s Commonplaces: Between Calling and Inspiration. [REVIEW]Ann Chinnery - 2016 - Studies in Philosophy and Education 35 (1):107-112.