Skip to main content Accessibility help
×
Hostname: page-component-848d4c4894-ttngx Total loading time: 0 Render date: 2024-06-01T16:52:41.704Z Has data issue: false hasContentIssue false

Part II - New Approaches to Moral Education

Published online by Cambridge University Press:  01 June 2023

Douglas W. Yacek
Affiliation:
Universität Dortmund
Mark E. Jonas
Affiliation:
Wheaton College, Illinois
Kevin H. Gary
Affiliation:
Valparaiso University, Indiana
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2023

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

References

Bøyum, S. (2013). Rawls’s notion of the political conception as educator. European Journal of Political Theory, 12(2), 136152.Google Scholar
Brighouse, H. (1998). Civic education and liberal legitimacy. Ethics, 108(4), 719745.Google Scholar
Costa, V. M. (2004). Rawlsian civic education: Political not minimal. Journal of Applied Philosophy, 21(1), 114.Google Scholar
Davis, G., & Neufeld, B. (2007). Political liberalism, civic education, and educational choice. Social Theory and Practice, 33(1), 4774.Google Scholar
Ebels-Duggan, K. (2013). Moral education in the liberal state. Journal of Practical Ethics, 1(2), 2463.Google Scholar
Edmundson, W. A. (2018). Moral education and the ethics of consent. In Schaber, P. & Müller, A. (Eds.), The Routledge handbook of the ethics of consent (pp. 372383). London: Routledge.CrossRefGoogle Scholar
Gaus, G. (2010). Coercion, ownership, and the redistributive state: Justificatory liberalism’s classical tilt. Social Philosophy and Policy, 27(1), 233275.Google Scholar
Huemer, M. (2013). The problem of political authority. In Huemer, M. (Ed.), The problem of political authority (pp. 39). London: Palgrave MacMillan.Google Scholar
Husak, D. N. (2000). Liberal neutrality, autonomy, and drug prohibitions. Philosophy & Public Affairs, 29(1), 4380.Google Scholar
Klosko, G. (1994). Political obligation and the natural duties of justice. Philosophy & Public Affairs, 23(3), 251270.Google Scholar
Kolodny, N. (2016). Political rule and its discontents. Oxford Studies in Political Philosophy, 2, 35.Google Scholar
McTernan, E. (2014). How to make citizens behave: Social psychology, liberal virtues, and social norms. Journal of Political Philosophy, 22(1), 84104.Google Scholar
Moller, D. (2018). Governing least: A New England libertarianism. Oxford: Oxford University Press.Google Scholar
Pateman, C. (2018). Justifying political obligation. In Kontos, A. (Ed.), Powers, possessions and freedom (pp. 6376). Toronto, Canada: University of Toronto Press.Google Scholar
Rawls, J. (1996). Political liberalism. New York, NY: Columbia University Press.Google Scholar
Rawls, J. (1999). A theory of justice. Cambridge, MA: Harvard University Press.Google Scholar
Rawls, J. (2001). Justice as fairness: A restatement. Cambridge, MA: Harvard University Press.Google Scholar
Raz, J. (1986). The morality of freedom. Oxford: Clarendon Press.Google Scholar
Raz, J. (1990). Facing diversity: The case of epistemic abstinence. Philosophy & Public Affairs, 19(1), 346.Google Scholar

References

Allen, D., & Reich, R. (2013). Education, justice and democracy. Chicago, IL: University of Chicago Press.Google Scholar
Anderson, E. (1999). What is the point of equality? Ethics, 109(2), 287337.Google Scholar
Brando, N. (2020). Children’s abilities, freedom, and the process of capability formation. Journal of Human Development and Capabilities, 21(3), 249262.Google Scholar
Brighouse, H., Ladd, H., Loeb, S., & Swift, A. (2018). Educational goods. Values, evidence, and decision-making. Chicago, IL: Chicago University Press.Google Scholar
Crocker, D. (2006). Sen and deliberative democracy. In Kaufman, A. (Ed.), Capabilities equality. Basic issues and problems (pp. 155197). London and New York, NY: Routledge.Google Scholar
Culp, J., Drerup, J., de Groot, I., Schinkel, A., & Yacek, D. (2022). Introduction. Liberal democratic education. A paradigm in crisis. In Culp, J., Drerup, J., de Groot, I., Schinkel, A. & Yacek, D. (Eds.), Liberal democratic education. A paradigm in crises (pp. viixiii). Leiden, Netherlands: Brill.Google Scholar
Gutmann, A. (1999). Democratic education. Princeton, NJ: Princeton University Press.Google Scholar
Habermas, J. (1995). Reconciliation through the public use of reason. Remarks on John Rawls’s political liberalism. Journal of Philosophy, 92, 127128.Google Scholar
Hand, M. (2018). A theory of moral education. London, UK: Routledge.Google Scholar
Hart, C. S., & Brando, N. (2016). A capability approach to children’s well-being, agency and participatory rights in education. European Journal of Education, 53(3), 293309.Google Scholar
Hedtke, L., & Zimenkova, T. (Eds.) (2012). Education for civic and political participation. London: Routledge.Google Scholar
Khader, S., & Kosko, S. (2019). Reason to value: Process, opportunity, and perfectionism in the capability approach. In Kehler, L. & Kosko, S. (Eds.), Agency and democracy in development ethics (pp. 178204). Cambridge: Cambridge University Press.Google Scholar
McCowan, T., & Unterhalter, E. (2012). Education, agency and deliberative democracy: Sen’s capability perspective. In Hedke, L. & Zimenkova, T. (Eds.), Education for civic and political participation (pp. 144163). London UK: Routledge.Google Scholar
Nussbaum, M. (2000). Women and human development. Cambridge: Cambridge University Press.Google Scholar
Nussbaum, M. (2006). Frontiers of justice. Disability, nationality, species membership. Cambridge, MA: Belknap Press; Harvard University Press.Google Scholar
Nussbaum, M. (2009). Education for profit, Education for freedom. Liberal Education, 95(3), 613.Google Scholar
Nussbaum, M. (2011). Perfectionist liberalism and political liberalism. Philosophy and Public Affairs, 39(1), 345.CrossRefGoogle Scholar
Peppin-Vaughan, R. (2012). Education, social justice and school diversity: insights from the capability approach. Journal of Human Development and Capabilities, 17(2), 206224.Google Scholar
Peppin-Vaughan, R., & Walker, M. (2012). Capabilities, values and education policy. Journal of Human Development and Capabilities, 13(3), 495512.Google Scholar
Rawls, J. (1974). A theory of justice. Cambridge, MA: Harvard University Press.Google Scholar
Robeyns, I. (2017). Well-being, freedom and social justice. The capability approach re-examined. Oxford: Open Books.Google Scholar
Saito, M. (2003). Amartya Sen’s capability approach to education: A critical exploration. Journal of Philosophy of Education, 37(1), 1733.Google Scholar
Sen, A. (1983). Liberty and social choice. The Journal of Philosophy, 80(1), 528.Google Scholar
Sen, A. (1985). Well-being, agency and freedom: The Dewey lectures 1984. The Journal of Philosophy, 82(4), 69221.Google Scholar
Sen, A. (1992). Inequality re-examined. Oxford: Clarendon Press.Google Scholar
Sen, A. (1999). Development as freedom. Oxford, UK: Oxford University Press.Google Scholar
Sen, A. (2002). Rationality and freedom. Harvard, MA: Harvard University Press.Google Scholar
Sen, A. (2003). Development as capability expansion. In Fukuka-Parr, S and Kumar, A. K. S (Eds.), Readings in human development (pp. 4158). New Delhi, India: Oxford University Press.Google Scholar
Sen, A. (2009). The idea of justice. London: Allen Lane.Google Scholar
Terzi, L. (2007). On education as a basic capability. In Unterhalter, E. & Walker, M. (Eds.), Sen’s capability approach and social justice in education (pp. 2543). London: Palgrave.Google Scholar
Terzi, L. (2008). Justice and equality in education. A capability perspective on disability and special educational needs. London and New York, NY: Continuum.Google Scholar
Terzi, L. (2014). Reframing inclusive education: Educational equality as capability equality. Cambridge Journal of Education, 44(4), 479493.Google Scholar
Terzi, L. (2019). Educational justice for students with intellectual disabilities. In Wasserman, D. & Cureton, A. (Eds.), The Oxford handbook of philosophy and disability (pp. 541558). Oxford: Oxford University Press.Google Scholar
Terzi, L. (2023). Autonomy and capability. In Colburn, B. (Ed.), The Routledge handbook of autonomy. London and New York, NY: Routledge.Google Scholar
Warnick, B., & Smith, S. (2014). The controversy over controversies: A plea for flexibility and for “soft-directive” teaching. Educational Theory, 64(3) 227244.Google Scholar
Warnock, M. (1997). School of thoughts. London: Falmer Press.Google Scholar
White, P. (2018). Close engagement of a collegial kind: An introduction. Journal of Philosophy of Education, 53(4), 633635.Google Scholar

References

Bates, A. (2019). Character education and the “priority of recognition”. Cambridge Journal of Education, 49(6), 695710.Google Scholar
Blum, L. (2014). Three educational values for a multicultural society: Difference recognition, national cohesion and equality. Journal of Moral Education, 43(3), 332344.Google Scholar
Buber, M. (1937). I and thou. Edinburgh: T. & T. Clark.Google Scholar
Butler, J. (1987). Subjects of desire – Hegelian reflections in twentieth-century France. New York, NY: Columbia University Press.Google Scholar
Butler, J. (2009). Frames of war. London: Verso.Google Scholar
Cavell, S. (1969). Must we mean what we say? A book of essays. Cambridge: Cambridge University Press.Google Scholar
Fichte, J. G. (2000). Foundations of natural right. M. Baur (trans.). Cambridge: Cambridge University Press.Google Scholar
Freire, P. (1972). Pedagogy of the oppressed. London: Penguin.Google Scholar
Gutmann, A. (1987). Democratic education. Princeton, NJ: Princeton University Press.Google Scholar
Hendrickx, M. M. H. G., Mainhard, T., Oudman, S., Boor-Klip, H. J., & Brekelmans, M. (2017). Teacher behavior and peer liking and disliking: The teacher as a social referent for peer status. Journal of Educational Psychology, 109(4), 546–58.Google Scholar
Honneth, A. (1995). The struggle for recognition: Moral grammar of social conflicts. Cambridge: Polity Press.Google Scholar
Ikäheimo, H. (2002). On the genus and species of recognition. Inquiry, 45(4), 447462.CrossRefGoogle Scholar
Ikäheimo, H. (2015). Conceptualizing causes for lack of recognition: Capacities, costs and understanding? Studies in Social and Political Thought, 25, 2543.Google Scholar
Ikäheimo, H. (2017). Recognition, identity and subjectivity. In Thompson, M. J (Ed.), The Palgrave handbook of critical theory (pp. 567585). New York, NY: Palgrave Macmillan.Google Scholar
Ikäheimo, H. (2022a). Recognition and the human life-form: Beyond identity and difference. New York, NY: Routledge.Google Scholar
Ikäheimo, H. (2022b). Recognizability and recognition as human: Learning from Butler and Manne. The Journal for the Theory of Social Behavior. https://doi.org/10.1111/jtsb.12352.CrossRefGoogle Scholar
Jackson, P. W. (1968). Life in classrooms. New York, NY: Holt, Rinehart & Winston.Google Scholar
Laitinen, A. (2002). Interpersonal recognition: A response to value or a precondition of personhood? Inquiry, 45(4), 463478.Google Scholar
Levinas, E. (1961/1969). Totality and infinity: An essay on exteriority. A. Lingis (trans.). Pittsburgh, PA: Duquesne University Press.Google Scholar
Livingstone Smith, D. (2021). Making monsters: The uncanny power of dehumanization. Cambridge, MA; London: Harvard University Press.Google Scholar
Luhmann, N., & Schorr, K. E. (Eds.) (1982). Zwischen Technologie und Selbstreferenz – Fragen an die Pädagogik [Between technology and self-reference – Questions for pedagogy]. Frankfurt a. M, Germany: Suhrkamp.Google Scholar
Mead, G. H. (1934). Mind, self, and society. Chicago, IL: University of Chicago Press.Google Scholar
Murdoch, I. (2001). The sovereignty of good. London: Routledge Classics.Google Scholar
Niemi, P. (2015). The professional form of recognition in social work. Studies in Social and Political Thought, 25, 174190.Google Scholar
Niemi, P. (2021). Recognition in professional care. Siep, In L., Ikäheimo, H. & Quante, M., Handbuch Anerkennung (pp. 17). Wiesbaden, Germany: Springer.Google Scholar
Sardoc, M. (Ed.) (2010). Toleration, respect and recognition in education. Chichester: Wiley Blackwell.Google Scholar
Searle, J. R. (2005). What is an institution? Journal of Institutional Economics, 1, 122.Google Scholar
Siep, L., Ikäheimo, H., & Quante, M. (Eds.) (2021). Handbuch Anerkennung [Handbook recognition]. Wiesbaden, Germany: Springer.Google Scholar
Stojanov, K. (2007). Intersubjective recognition and the development of propositional thinking. Journal of Philosophy of Education, 41(1), 7593.Google Scholar
Tomasello, M. (2010). Origins of human communication. Cambridge, MA: MIT Press.Google Scholar

References

Alder, N. (2002). Interpretations of the meaning of care: Creating caring relationships in urban middle school classrooms. Urban Education, 37(2), 241266. doi: 10.1177/0042085902372005.Google Scholar
Alliance for Education. (2014). On the path to equity: Improving the effectiveness of beginning teachers. All4ed. https://all4ed.org/publication/path-to-equity.Google Scholar
Antrop-González, R., & De Jesús, A. (2006). Toward a theory of critical care in urban small school reform: Examining structures and pedagogies of caring in two Latino community-based schools. International Journal of Qualitative Studies in Education, 19(4), 409433. doi: 10.1080/09518390600773148.Google Scholar
Baeten, M., & Simons, M. (2014). Student teachers’ team teaching: Models, effects, and conditions for implementation. Teaching and Teacher Education, 41, 92110.Google Scholar
Barnes, M. E. (2018). Conflicting conceptions of care and teaching and pre-service teacher attrition. Teaching Education, 29(2), 178193.Google Scholar
Bartlett, L. (2021). What we learned about teachers during the pandemic: A series, EdWeek. Available at: https://www.edweek.org/teaching-learning/what-we-learned-about-teachers-during-the-pandemic-a-series.Google Scholar
Battistich, V., Solomon, D., Watson, M., & Schaps, E. (1997) Caring school communities. Educational Psychologist, 32(3), 137151.Google Scholar
Bauman, J. (2015). Examining how and why children in my transitional kindergarten classroom engage in pretend gunplay. Studying Teacher Education, 11(2), 191210. doi: 10.1080/17425964.2015.1045778.Google Scholar
Beauboeuf-Lafontant, T. (2005). Womanist lessons for reinventing teaching. Journal of Teacher Education, 56(5), 436445. doi: 10.1177/0022487105282576.Google Scholar
Benard, B. (2004). Resiliency: What we have learned. San Francisco, CA: WestEd.Google Scholar
Boe, E., Cook, L., & Sunderland, R. (2008). Teacher turnover: Examining exit attrition, teaching area transfer, and school migration. Exceptional Children, 75(1), 731.Google Scholar
Byrd, B. (2015). Good readers get smart: Reading orientations in a second-grade classroom. Studying Teacher Education, 11(2), 124–42. doi: 10.1080/17425964.2015.1045772.Google Scholar
Carlsson, R., Lindqvist, P., & Nordänger, U. K. (2019). Is teacher attrition a poor estimate of the value of teacher education? A Swedish case. European Journal of Teacher Education, 42(2), 243257.Google Scholar
Dávila, L. T., & Linares, R. E. (2020). English as a second language teachers’ perceptions of care in an anti-immigrant climate. International Multilingual Research Journal, 14 (4), 355369. doi: 10.1080/19313152.2020.1747164.Google Scholar
Dunn, A. (2018). Leaving a profession after it’s left you: Teachers’ public resignation letters as resistance amidst Neoliberalism. Teachers College Record, 120(9), 135.Google Scholar
Dunn, A. H., Farver, S., Guenther, A., & Wexler, L. J. (2017). Activism through attrition?: An exploration of viral resignation letters and the teachers who wrote them. Teaching and Teacher Education, 64, 280290.Google Scholar
Fraser, J., & Watson, A. (2013). Bring student teaching into the 21st century. Phi Delta Kappan, 94(7), 25.Google Scholar
Friend, M. (2015). Co-teaching versus apprentice teaching: An analysis of similarities and differences. Teacher Education and Special Education, 38(2), 7987.Google Scholar
Friend, M., Cook, L., Hurley-Chamberlain, D., & Shamberger, C. (2010). Co-teaching: An illustration of the complexity of collaboration in special education. Journal of Educational and Psychological Consultation, 20, 927.Google Scholar
Garza, R. (2009). Latino and White highschool students’ perceptions of caring behaviors: Are we culturally responsive to our students? Urban Education, 44(3), 297321. doi: 10.1177/0042085908318714.Google Scholar
Gates Foundation. (2015). Teachers know best: Teachers’ views on professional development. Available at: http://k12education.gatesfoundation.org/resource/teachers-know-best-teachers-views-on-professional-development.Google Scholar
Gay, G. (2018). Culturally responsive teaching. New York, NY: Teachers College Press.Google Scholar
Gebhard, A. (2020). Power relations, knowledge productions, and teaching against oppression in an elementary classroom on the Canadian prairies: A self-study. Studying Teacher Education, 16(2), 204221. doi: 10.1080/17425964.2020.1742105.Google Scholar
Gholami, K., & Tirri, K. (2012). Caring teaching as a moral practice: An exploratory study on perceived dimensions of caring teaching. Education Research International, 1–8. doi: 10.1155/2012/954274.Google Scholar
Gilligan, C. (1982). In a different voice. Cambridge, MA: Harvard University Press.Google Scholar
Gkonou, C., & Miller, E. R. (2019). Caring and emotional labour: Language teachers’ engagement with anxious learners in private language school classrooms. Language Teaching Research, 23(3), 372387.Google Scholar
Goddard, R. D., Hoy, W. K., & Hoy, A. W. (2004). Collective efficacy beliefs: Theoretical developments, empirical evidence, and future directions. Educational Researcher, 33(3), 313.Google Scholar
Goldstein, L. (1998). Taking caring seriously: The ethic of care in classroom life. Paper presented at the meeting of the Annual Meeting of the American Educational Research Association, San Diego, CA.Google Scholar
Hackenberg, A. (2010). Mathematical caring relations in action. Journal for Research in Mathematics Education, 41(3), 236–73. doi: 10.5951/jresematheduc.41.3.0236.Google Scholar
Hadavi, T. (2021) Why teachers’ salaries are so low in the U.S. Available at: https://www.cnbc.com/2020/12/11/why-teachers-salaries-are-so-low-in-the-us.html.Google Scholar
Hambacher, E., & Bondy, E. (2016). Creating communities of culturally relevant critical teacher Care. Action in Teacher Education, 38(4), 327343.Google Scholar
Hansen, D. (2021). Reimagining the call to teach: A witness to teachers and teaching. New York, NY: Teachers College Press.Google Scholar
Hargreaves, A. (2002). Teaching and betrayal. Teachers and Teaching: Theory and Practice, 8(3), 393407.Google Scholar
Haskell-McBee, R. H. (2007). What it means to care: How educators conceptualize and actualize caring. Action in Teacher Education, 29(3), 3342. doi: 10.1080/01626620.2007.10463458.Google Scholar
Hill, A., & Jones, D. (2018). A teacher who knows me: The academic benefits of repeat student-teacher matches. Economics of Education Review, 64, 112.Google Scholar
Howard, T. C. (2001). Telling their side of the story: African-American students’ perceptions of culturally relevant teaching. The Urban Review, 33(2), 131149.Google Scholar
Ingersoll, R. M., & May, H. (2011). The minority teacher shortage: Fact or fable? Phi Delta Kappan, 93(1), 6265.Google Scholar
James, J. H. (2012). Caring for “others”: Examining the interplay of mothering and deficit discourses in teaching. Teaching and Teacher Education, 28(2), 165173.Google Scholar
Janzen, M. D., & Phelan, A. (2015). The emotional toll of obligation and teachers’ disengagement from the profession. Alberta Journal of Educational Research, 61(3), 347350.Google Scholar
Jones, E. B., Pang, V. O., & Rodriguez, J. L. (2001). Social studies in the elementary classroom: Culture matters. Theory into Practice, 40, 3541.Google Scholar
Jones, I., & Lake, V. E. (2018). Learning, service, and caring: An application in the first grade. Social Studies and the Young Learner, 30(4), 2832.Google Scholar
Jones, I., & Lake, V. E. (2020). Ethics of care in teaching and teacher-child interactions. Journal of Classroom Interaction, 55(2), 5165.Google Scholar
Jones, K. E. (2015). Implementing academic choice: A self-study in evolving pedagogy. Studying Teacher Education, 11(2), 143163.Google Scholar
Kitchen, J. (2005a). Looking backward, moving forward: Understanding my narrative as a teacher educator. Studying Teacher Education, 1(1), 1730.Google Scholar
Kitchen, J. (2005b). Conveying respect and empathy: Becoming a relational teacher educator. Studying Teacher Education, 1(2), 195207.Google Scholar
Knight, M. G. (2004). Sensing the urgency: Envisioning a black humanist vision of care in teacher education. Race, Ethnicity, and Education, 7, 211–27.Google Scholar
Kostogriz, A. (2012). Accountability and the affective labour of teachers: A Marxist–Vygotskian Perspective. Australian Educational Researcher, 39(4), 397412. doi: 10.1007/s13384-012-0072-x.Google Scholar
LaBoskey, V. K. (2015). Self-study for and by novice elementary classroom teachers with social justice aims and the implications for teacher education. Studying Teacher Education, 11(2), 97102. doi: 10.1080/17425964.2015.1045770.Google Scholar
LaBoskey, V. K., & Richert, A. E. (2015). Self-study as a means for urban teachers to transform academics. Studying Teacher Education, 11(2), 164179. doi: 10.1080/17425964.2015.1045774.Google Scholar
Lewis, J. L., Ream, R. K., Bocian, K. M., Cardullo, R. A., Hammond, K. A., & Fast, L. A. (2012). Con cariño: Teacher caring, math self-efficacy and math achievement among Hispanic English learners. Teachers College Record, 114(7), 142.Google Scholar
Lima, J. A. V. de (2003). Trained for isolation: The impact of departmental cultures on student teachers’ views and practices of collaboration. Journal of Education for Teaching, 29(3), 197217.Google Scholar
Linares, R. E. (2018). Meaningful writing opportunities: Write-alouds and dialogue journaling with newcomer and English Learner high schoolers. Journal of Adolescent and Adult Literacy, 62(5), 521530. doi: 10.1002/jaal.932.Google Scholar
Luttrell, W. (2013). Children’s counter-narratives of care: Towards educational justice. Children & Society, 27(4), 295308. doi: 10.1111/chso.12033.Google Scholar
Miller, R. (2015) Learning to love reading: A self-study on fostering students’ reading motivation in small groups. Studying Teacher Education, 11(2), 103123. doi: 10.1080/17425964.2015.1045771.Google Scholar
Muller, C. (2001). The role of caring in the teacher-student relationship for at-risk students. Sociological Inquiry, 71(2), 241255. doi: 10.1111/j.1475-682X.2001.tb01110.x.Google Scholar
Muller, C., Katz, S. R., & Dance, L. J. (1999). Investing in teaching and learning: Dynamics of the teacher-student relationship from each actor’s perspective. Urban Education, 34(3), 292337.Google Scholar
Murawski, W., & Dieker, L. (2013). Leading the co-teaching dance: Leadership strategies to enhance team outcomes. Alexandria, VA: Council for Exceptional Children.Google Scholar
Noddings, N. (1984). Caring: A feminine approach to ethics and moral education. Oakland, CA: University of California Press.Google Scholar
Noddings, N. (2002a). Educating moral people: A caring alternative to character Education. New York, NY: Teachers College Press.Google Scholar
Noddings, N. (2002b). Starting at home. New York, NY: Teachers College Press.Google Scholar
Noddings, N. (2010). Moral education in an age of globalization. Educational Philosophy and Theory, 42(4), 390396.Google Scholar
Noddings, N. (2015/1992). The challenge to care in schools. New York, NY: Teachers College Press.Google Scholar
Noel Smith, B. L. (2016). Moral oppression and a vision for outlaw emotions. The Journal of School & Society, 3(2), 7282.Google Scholar
Pang, V. O. (2005). Multicultural education: A caring-centered approach. 2nd ed., New York, NY: McGraw Hill.Google Scholar
Pisheh, G., Sadeghpour, N., Nejatyjahromy, Y., & Nasab, M. (2017). The effect of cooperative teaching on the development of reading skills among students with reading disorders. Support for Learning, 32(3), 245266.Google Scholar
Powell, A. (2000, April). Reflections on exemplary mathematics teachers by African-American students. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.Google Scholar
Quigley, C. F., & Hall, A. H. (2016). Taking care: Understanding the roles of caregiver and being cared for in a kindergarten classroom. Journal of Early Childhood Research, 14(2), 181195. doi: 10.1177/1476718X14548783.Google Scholar
Rabin, C. (2011). Learning to care during storytime in the current context: Moral education from the perspective of care ethics. Journal of Research in Childhood Education, 25(1), 4561.Google Scholar
Rabin, C. (2013). Care through authenticity: Teacher preparation for an ethic of care in an age of accountability. The Educational Forum, 77(3), 242255.Google Scholar
Rabin, C. (2014). Don’t throw the rocks: Cultivating care with a pedagogy called rocks-in-the-basket. Journal of Research in Childhood Education, 28(2), 145161.Google Scholar
Rabin, C. (2019a). Co-teaching toward collaborative and caring teacher preparation. Journal of Teacher Education, 46(4), 6792.Google Scholar
Rabin, C. (2019b). “I already know I care!” Illuminating the complexities of care practices in early childhood and teacher education. In Langford, R. (Ed.), Theorizing feminist ethics of care in early childhood practice: Possibilities and dangers (pp. 125145). London: Bloomsbury Academic.Google Scholar
Rabin, C. (2021). Care ethics in remote instruction. Self Study Journal, 17(1), 119.Google Scholar
Rabin, C. (April, 2022). Learning from teaching care ethics in elementary school. Paper accepted at the American Educational Research Association (AERA). Online.Google Scholar
Rabin, C., & Smith, G. (2016). “My lesson plan was perfect until I tried to teach”: Care ethics into practice in classroom management. Journal of Research in Childhood Education, 30(4), 600617.Google Scholar
Roberts, M. A. (2010). Toward a theory of culturally relevant critical teacher care: African American teachers’ definitions and perceptions of care for African American students. Journal of Moral Education, 39(4), 449467. doi: 10.1080/03057241003754922.Google Scholar
Robinson, F. (2011). The ethics of care: A feminist approach to human security. Philadelphia, PA: Temple University Press.Google Scholar
Rolón-Dow, R. (2005). Critical care: A color(full) analysis of care narratives in the schooling experiences of Puerto Rican girls. American Educational Research Journal, 42(1), 77111. doi: 10.3102/00028312042001077.Google Scholar
Ryan, S., Embse, N., Pendergast, L., Saeki, E., Segool, N., & Schwing, S. (2017). Leaving the teaching profession: The role of teacher stress and educational accountability policies on turnover intent. Teaching and Teacher Education, 66, 111.Google Scholar
Sanger, M., & Osguthorpe, R. (2013). The moral work of teaching and teacher education: Preparing and supporting practitioners. New York, NY: Teachers College Press.Google Scholar
Santoro, D. A. (2018). Demoralized: Why teachers leave the profession they love and how they can stay. Cambridge, MA: Harvard Education Press.Google Scholar
Saylor, J. (2017, January). Comparing achievement of students with disabilities in cotaught versus traditional classrooms. ProQuest LLC, EdD dissertation, University of La Verne.Google Scholar
Siddle-Walker, V. (1993). Interpersonal caring in the “good” segregated schooling of African American children: Evidence from the case of Caswell County Training School. Urban Review, 25(1), 6377.Google Scholar
Silverman, S. K., Hazelwood, C., & Cronin, P. (2009). Universal education: Principles and practices for advancing achievement of students with disabilities. Ohio Department of Education, Office for Exceptional Children.Google Scholar
Simon, K. G. (2001). Moral questions in the classroom: How to get kids to think deeply about real life and their schoolwork. New Haven, CT: Yale University Press.Google Scholar
Slote, M. (2007). The ethics of care and empathy. London: Routledge.Google Scholar
Sosa-Provencio, M. A. (2017). Seeking a Mexicana/Mestiza ethic ofc: Rosa’s revolución of carrying alongside. Race Ethnicity and Education, 20(5), 650665. doi:10.1080/13613324.2016.1150833.Google Scholar
Terrell, S. R. (2000). “Don’t do’s”: Strategies for teachers. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA, April.Google Scholar
Thayer-Bacon, B. J., Arnold, S., & Stoots, J. (1998, April). Identification of caring professors in teacher education programs. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA.Google Scholar
Thompson, A. (1998). Not the color purple: Black feminist lessons for educational caring. Harvard Educational Review, 68, 522546.Google Scholar
Tronto, J. (2015). Who cares? How to reshape a democratic politics. Ithaca, NY: Cornell University Press.Google Scholar
Trout, M. (2018). Embodying care: Igniting a critical turn in a teacher educator’s relational practice. Studying Teacher Education, 14(1), 3955.Google Scholar
Valenzuela, A. (1999). Subtractive schooling: U.S.-Mexican youth and the politics of caring. New York, NY: State University of New York Press.Google Scholar
Velasquez, A., West, R. E., Graham, C. R., & Osguthorpe, R. D. (2013). Developing caring relationships in schools: A review of the research on caring and nurturing pedagogies. Review of Education, 1(2), 162190. doi: 10.1002/rev3.3014.Google Scholar
Walsh, J. (2012). Co-teaching as a school system strategy for continuous improvement. Preventing School Failure, 56, 2936.Google Scholar
Watson, M. (2003). Learning to trust. Hoboken, NJ: Jossey-Bass.Google Scholar
Watson, M., Daly, L., Smith, G., & Rabin, C. (2019). Building a classroom community that supports students’ social/moral development. Teacher Education Quarterly, 46(4), 1031.Google Scholar
Webb, J., Wilson, B., Corbett, D., & Mordecai, R. (1993). Understanding caring in context: Negotiating borders and barriers. Urban Review, 25, 2545.Google Scholar
Will, M. (2018). Teachers are paid almost 20 percent less than similar professionals, analysis finds. Available at: https://www.edweek.org/leadership/teachers-are-paid-almost-20-percent-less-than-similar-professionals-analysis-finds/2018/09.Google Scholar
Wilson, R. (2013). Teacher agency in America and Finland. Colleagues, 10(2), 48.Google Scholar
Zhu, G., & Peng, Z. (2020) Counternarratives: Culturally responsive pedagogy and critical caring in one urban school. In Steinberg, S. & Down, B. (Eds.), The Sage handbook of critical pedagogies (pp. 854868). Thousand Oaks, CA: Sage. doi: 10.4135/9781526486455.n80.Google Scholar

References

Aristotle. (2009). Nicomachean Ethics. W. D. Ross (trans.). Oxford: Oxford University Press.Google Scholar
Aristotle (1943). Politics. B. Jowett (trans.). New York, NY: Random House.Google Scholar
Burbules, N. C. (2019). Thoughts on phronesis. Ethics and Education, 14(2), 126137.Google Scholar
Burbules, N. C., & Rice, S. (2010). On pretending to listen. Teachers College Record, 112(11), 28742888.Google Scholar
Carr, D. (2014). The human and educational significance of honesty as an epistemic and moral virtue. Educational Theory, 64(1), 114.Google Scholar
Darnell, C. A., & Kristjánsson, K. (Eds.) (2020). Virtues and virtue education in theory and practice: Are virtues local or universal? London: Routledge.Google Scholar
Fritsche, J. (2019). Aristotle’s biological justification of slavery in Politics I. Rhizomata, 7(1), 6396.Google Scholar
Glouberman, S. & Zimmerman, B. (2008). Complicated and complex systems: What would successful reform of Medicare look like? Commission on the future of health care in Canada: Discussion paper #8.Google Scholar
Heath, M. (2008). Aristotle on natural slavery. Phronesis: A Journal for Ancient Philosophy, 53(3), 243270.Google Scholar
Kendi, I. (2016). Stamped from the beginning: The definitive history of racist ideas in America. New York, NY: Nation Books.Google Scholar
Lave, J., & Wenger, E. (1998). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.Google Scholar
Lockwood, T. (2021). Aristotle’s politics on Greeks and Non-Greeks. The Review of Politics, 83, 465485.Google Scholar
MacIntyre, A. (2007). After virtue. 3rd ed. Notre Dame, IN: University of Notre Dame Press.Google Scholar
Miller, C. B. (2020). Moral relativism and virtue. In Darnell, C. A. & Kristjánsson, K. (Eds.), Virtues and virtue education in theory and practice (pp. 1125). London: Routledge.Google Scholar
Smeyers, P., & Burbules, N. C. (2006). Education as initiation into practices. Educational Theory, 56(4), 439449.Google Scholar
Wilson, A. T. (2018). Honesty as a virtue. Metaphilosophy, 49(3), 262280.Google Scholar

References

All references to works by Dewey are to Boydston, Jo Ann and Hickman, Larry, (Ed.), The Collected Works of John Dewey, 1882–1953. 2nd e-ed. Carbondale and Edwardsville: Southern Illinois University Press.Google Scholar
MW – Middle Works, 1899–1824Google Scholar
LW – Later Works, 1925–1953Google Scholar
MW, Vol. 9 Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education,Google Scholar
MW, Vol. 10. Dewey, J. (1917). The need for a recovery of philosophy.Google Scholar
MW, Vol. 12. Dewey, J. (1920). Reconstruction in philosophyGoogle Scholar
MW, Vol. 14. Dewey, J. (1925). Experience and pature.Google Scholar
LW, Vol. 1. Dewey, J. (1929) The quest for certainty.Google Scholar
LW, Vol. 7. Dewey, J. (1930) Three independent factors in morals.Google Scholar
LW, Vol. 7. Dewey, J. (1932) Ethics.Google Scholar
LW, Vol. 8. Dewey, J. (1933). How we think.Google Scholar
LW, Vol. 16. Dewey, J. (1949–1952). Knowing and the known.Google Scholar
Alexander, T. M. (1993). John Dewey and the moral imagination: Beyond Putnam and Rorty toward a postmodern ethics. Transactions of the Charles S. Peirce Society, 29(3), 369400. Available at: https://www.jstor.org/stable/40320424.Google Scholar
Berstein, R. (2016). Pragmatic encounters. New York, NY: Routledge, Taylor & Francis.Google Scholar
Biesenthal, C. E. (2014). Pragmatism. In Coghlan, D. & Brydon-Miller, M. (Eds.), The SAGE encyclopedia of action research. Thousand Oaks, CA: Sage.Google Scholar
Dewey, J. (1917). The need for a recovery of philosophy. Middle works of John Dewey. In Boydston, J. (Ed.), The collected works of John Dewey, 1882–1953. 2nd release, e-ed (pp. 4–49). Charlottesville, VA: Intelex Corp.Google Scholar
Dewey, J. (1949–1952). Knowing and the known. In Boydston, J. (Ed.), Later Works of John Dewey (1925–1953). Charlottesville, VA: Intelex Corp.Google Scholar
Dewey, J. (1930). Three independent factors in morals. In Boydston, J. (Ed.), Later Works of John Dewey (1925–1953). Charlottesville, VA: Intelex Corp.Google Scholar
Dewey, J. (2003). The collected works of John Dewey, 1882–1953. 2nd release, e-ed. Boydston, J. A. & Hickman, L. (Eds.). Charlottesville, VA: Intelex Corp.Google Scholar
Fesmire, S. (2003). John Dewey and moral imagination: Pragmatism in ethics. Bloomington, IN: Indiana University Press.Google Scholar
Hand, M. (2018). A theory of moral education. London: Routledge.Google Scholar
Hildebrand, D. L. (2003). Beyond realism and antirealism: John Dewey and neopragmatists. Nashville, TN: Vanderbilt University Press.Google Scholar
Hildebrand, D. L. (2018). A brief account of John Dewey’s ethics, political theory, and philosophy of art and aesthetics. Creative Commons – Attribution-NonCommercial-NoDerivatives 4.0 International – CC BY-NC-ND 4.0.Google Scholar
James, W. (1907). Pragmatism: A new name for some old ways of thinking. Ed. with an introduction by Kuklick, B. in 1981, Indianapolis, IN: Hackett.Google Scholar
James, W. (1976). Essays in radical empiricism. Harvard, MA: Harvard University Press.Google Scholar
Kaag, J. J. (2009). Pragmatism and the lessons of experience. Daedalus, 138(2), 6372. https://doi.org/10.1162/daed.2009.138.2.63Google Scholar
Kloppenberg, J. (1996). Pragmatism: An old name for some new ways of thinking? The Journal of American History, 83(1), 100138. Available at: https://www.jstor.org/stable/2945476.Google Scholar
Legg, C., & Hookway, C. (2021). Pragmatism. In E. N. Zalta (Ed.), The Stanford encyclopedia of philosophy. Available at: https://plato.stanford.edu/archives/sum2021/entries/pragmatism.Google Scholar
Levmore, S., & Nussbaum, M. (2010). Introduction. In Levmore, S. & Nussbaum, M. (Eds.), The offensive internet: Speech, privacy, and reputation (pp. 112). Cambridge, MA: Harvard University Press.Google Scholar
Margolis, J. (2010). Pragmatism`s advantage. Stanford, CA: Stanford University Press.Google Scholar
Moyn, S. (2019). Not enough: Human rights in an unequal world. Harvard, MA: Harvard University Press.Google Scholar
Murphy, J. (1990). Pragmatism: From James to Davidson. Boulder, CO: Westview PressGoogle Scholar
Nucci, L. P., & Ilten-Gee, R. (2021). Moral education for social justice. New York, NY: Teachers College Press.Google Scholar
Organisation for Economic Co-Operation and Development (OECD). (2022). International migration database. Available at: https://stats.oecd.org/Index.aspx?DataSetCode=MIG.Google Scholar
Pappas, G. F. (1997). Dewey’s moral theory: Experience as method. Transactions of the Charles S. Peirce Society, 33(3), 520556. Available at: https://www.jstor.org/stable/40320630.Google Scholar
Pappas, G. F. (2008). John Dewey’s ethics: Democracy as experience. Indianapolis, IN: Indiana University Press.Google Scholar
Saito, N. (2006). Growth and perfectionism? Dewey after Emerson and Cavell. In Hansen, D. T. (Ed.), John Dewey and our educational prospect: A critical engagement with Dewey’s democracy and education (pp. 8195). New York, NY: State University of New York Press.Google Scholar
Schulenberg, U. (2015). John Dewey and the moral imagination. In Romanticism and Pragmatism. Richard Rorty and the Idea of a Poeticized Culture (pp. 145153). London: Palgrave Macmillan.Google Scholar
Spencer, A. R. (2020). American pragmatism: An introduction. Cambridge: Polity Press.Google Scholar
Stuhr, J. J. (2000). Pragmatism and classical American philosophy. Oxford: Oxford University Press.Google Scholar
Stuhr, J. J. (2003). Pragmatism, postmodernism, and the future of philosophy. London: Routledge.Google Scholar
Taylor, C. (2002). Understanding the other: A Gadamerian view on conceptual schemes. In Malpas, J., Arnswald, U. & Kertscher, J. (Eds.), Gadamer’s century: Essays in honor of Hans-Georg Gadamer (pp. 279297). Cambridge, MA: MIT Press.Google Scholar
United Nations (UN). (1948). Universal Declaration of Human Rights (UDHR). Available at: https://www.un.org/sites/un2.un.org/files/2021/03/udhr.pdf.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×