Education: Understanding, Ethics, and the Call of Justice

Joldersma, Clarence W.

doi:10.1007/s11217-011-9246-7

Cited by 6 publications

(3 citation statements)

References 5 publications

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“…In keeping with Layne and Dervin (2016), instead of confirming the ideology of a homogenous society, teacher education should incorporate reflection on privilege and non-privilege as well as pedagogical activism through discussing collective knowledge and injustices. Previously suggested approaches centring on thoughtfulness (Joldersma 2011;Lanas 2014), compassion (Boylan and Woolsey 2015), wisdom and care (Layne and Dervin 2016) can only genuinely grow from an equity-oriented approach. However, current structures of teacher education, including the fragmented programme structure and resistance to theory (Gorski 2016a) do not necessarily support these objectives.…”

Section: Discussionmentioning

confidence: 99%

Towards equity literacy: exploratory enquiry with Finnish student teachers

Posti-Ahokas

Janhonen-Abruquah

2021

European Journal of Teacher Education

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Equity-centred teacher education recognises the dual challenge of preparing teachers to support the learning of all students while encouraging future teachers to recognise and challenge societal systems reproducing inequity. The paper focuses on analysing Finnish student teachers' perceptions of teachers' skills related to diversity and equity. The data are drawn from written individual and group assignments completed during three master's level courses in home economics teacher education. A qualitative content analysis of students' assignments present student teachers' collaboratively produced understanding of teachers' diversity skills. Their self-assessment of both professional strengths and areas of development are evaluated against Paul Gorski's equity literacy framework. The findings are suggestive of a relatively strong cultural selfawareness and response-ability related to learner diversity. More attention should be given to unfolding structural inequities to enable future teachers to develop the equity literacy necessary to create and sustain equitable learning environments.

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Section: Discussionmentioning

confidence: 99%

Towards equity literacy: exploratory enquiry with Finnish student teachers

Posti-Ahokas

Janhonen-Abruquah

2021

European Journal of Teacher Education

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“…Clarence Joldersma also begins from the tenet that "education involves an originary ethical relation to the other", beyond "the self-directed character of the striving to live" [45] (p. 441). We may extract the following relational elements of justice: "treating each other responsibly"; justly comparing "between others, even though each is unique and incomparable"; "consciously deliberating"; and being thoughtful about "all the ethical claims that each other makes on all the others, situating the ethical relation into a social matrix, the responsibility one has to each other in the context of all the others" [45]. Yet, relational justice sometimes requires restorative justice.…”

Section: Relational Justicementioning

confidence: 99%

And That’s Not All: (Sur)Faces of Justice in Philosophy of Education

Papastephanou

2021

Philosophies

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Adjectives such as “environmental”, “social”, “cosmopolitan”, “relational”, “distributive”, etc. reflect how scholars discern the many faces of justice and put several claims to, and claimants of, justice in perspective. They have also helped related research to focus on some surfaces of justice, that is, on spaces that invite justice, localities and formations, such as the state, social policies, social institutions, etc. within which ethical-political challenges unravel. Diverse philosophical perspectives enable context-specific explorations of (sur)faces of justice. However, I argue, there is more to the concept of justice than what perspectives (considered alone or in their sum total) allow us to view. To theorize how this surplus may be more discernible through stereoscopic rather than perspectival optics I first describe how educational-philosophical perspectives, old and new, discuss just education or education for justice; and then I critique the very notion of perspective on which scholarly work relies. Despite their merits, perspectival framings of justice fail to address the interconnectivity of various (sur)faces of justice.

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“…It also lacks the appreciation for Levinas' commitment to phenomenology, as Lee (2019) points out. We return to the concreteness of the other through a continuation of Joldersma's (2002Joldersma's ( , 2012Joldersma's ( , 2016), Chinnery's (2010) and Ben-Pazi's (2016) formulations of the pedagogical relationship through temporality and by drawing from Todd's (2015Todd's ( , 2016 works on embodiment and space. Mise en question is both a meta-ethical and a prosaic way to conserve the dignity of teaching.…”

Section: Introductionmentioning

confidence: 99%

Conserving the dignity of teaching through ethics as ‘mise en question’

Castillo

Kukkola

Siljander

2022

Journal of Philosophy of Education

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In this article, we examine Emmanuel Levinas’ understanding of ethics through a conceptual analysis of ethics as ‘mise en question’. We contribute our perspective to the conversation on the Levinasian approach to education provoked by Alistair Miller, Soyoung Lee and Paul Standish. Through a systematic reading of Levinas’ texts as well as his unedited notes, we formulate a stance to support Levinasian ethics in the context of education. We argue that Levinasian ethics understood through mise en question helps reformulate the pedagogical relationship as a dynamic relationship where both the teacher and the student are called into question by the other. The otherness of the teacher challenges the student towards responsibility, to be a student-in-question, and the otherness of the student summons the teacher to respond, to be a teacher-in-question. In this way, the dignity of teaching can be conserved. By analysing Levinas’ unedited notes, we trace his commitment to teaching as a dialectic process where the subjectivity of the subject shifts away from being to a being-in-question.

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Education: Understanding, Ethics, and the Call of Justice

Cited by 6 publications

References 5 publications

Towards equity literacy: exploratory enquiry with Finnish student teachers

Towards equity literacy: exploratory enquiry with Finnish student teachers

And That’s Not All: (Sur)Faces of Justice in Philosophy of Education

Conserving the dignity of teaching through ethics as ‘mise en question’

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