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Sensing as an ethical dimension of teacher professionality
Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik. (STORIES)
Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik. (ROLE)ORCID-id: 0000-0002-1871-4488
2016 (engelsk)Inngår i: Journal of Moral Education, ISSN 0305-7240, E-ISSN 1465-3877, Vol. 45, nr 1, s. 46-58Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Drawing on the ethics of alterity and the ethics of dissensus, this study addresses how teacher professionality can be understood in relation to the notion of sensing. Both these ethics indicate a desire to oppose various forms of violence in society. The author challenges the assumption that all that is needed to oppose violence is the moulding of a proper moral character. According to Lévinas’ and Ziarek’s writings on sensing the Other, education alone will not overcome power dynamics and the unconscious distancing between people. Instead, these aspects need to be continuously addressed by teachers. Rather than trying to find the best ethical theory, we contend that theories cannot replace the critical judgement of teachers, which necessarily presumes a more widened view and more thoughtful choices in their ever-changing practices.

sted, utgiver, år, opplag, sider
2016. Vol. 45, nr 1, s. 46-58
Emneord [en]
ethics of alterity, ethics of dissensus, teacher professionality, violence
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Identifikatorer
URN: urn:nbn:se:hig:diva-20592DOI: 10.1080/03057240.2015.1127801ISI: 000375863700004Scopus ID: 2-s2.0-84961214243OAI: oai:DiVA.org:hig-20592DiVA, id: diva2:871455
Tilgjengelig fra: 2015-11-14 Laget: 2015-11-14 Sist oppdatert: 2019-02-04bibliografisk kontrollert

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Edling, SilviaFrelin, Anneli

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