Ethics and teacher practices in linguistic minority classrooms

Ippolito, John

doi:10.1080/15544801003611177

Cited by 7 publications

(2 citation statements)

References 5 publications

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“…Levinas's conception of ethics as a responsibility for an encounter that preserves the alterity of the Other is also complemented in a multiliteracies approach that strives to recognise multilingualism as an opportunity for negotiated meaning, rather than as a difference to be overcome. Though it is beyond the scope of this paper to offer more in-depth analysis of the possibilities for language and meaning-making, researchers across literacy education (Dooley, Tait, & Zabarjadi Sar, 2016;Ippolito, 2010;Kostogriz, 2009) are beginning to work with Levinasian constructs of responsibility, alterity, and wisdom in an effort to cultivate language programs that challenge colonial discourses and traditional Western epistemologies.…”

Section: Implications For Multiliteraciesmentioning

confidence: 99%

An Argument for Levinasian Ethics and the Arts With Considerations for Pedagogy

Parker

2020

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At a time when an ethics based on responsibility for the Other offers a counter to the individualism of neoliberal ideology, I argue that it is crucial to recuperate the possibility of creating the conditions for ethical moments of facing through all means possible, including art. I deliberate the possibilities for art in sustaining Levinas’s conception of an ethical intersubjective interaction, including: the call to listen to the Other, the implications of being called into question, the overflow of self, and the humility of response. To begin, I contemplate art as an Other that is able to face and break apart the bonne conscience. Second, I posit that the overflow that results from an interaction with the Other, as the bonne conscience is surpassed, can serve as a source of inspiration for artistic creation. Third, in the face of the ethical call, though one is first required to listen, one also has an obligation to respond; I contend that art can operate here, too, as a means of reply. I conclude the work with a discussion of the implications for pedagogy, including art as a means of broadening sociality.

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Section: Implications For Multiliteraciesmentioning

confidence: 99%

An Argument for Levinasian Ethics and the Arts With Considerations for Pedagogy

Parker

2020

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“…When the project speaks to challenges so as to redress inequalities and exclusions inhering in research relationships in education, it realizes a discursive possibility and, it would also seem, one inescapably tied to ethics (Ippolito, 2010a).…”

Section: Conclusion: Discursive Possibilitiesmentioning

confidence: 99%

Reading Interventionist Research in Two Urban Elementary Schools Through a Discursive Lens

Ippolito

2015

Urban Education

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In this study, I reframe the debate on minority parents and their children's educators by moving beyond concerns around student academic achievement and toward the quality of relationships among adult stakeholders. Using an interpretive lens based on Foucault's notion of discourse, I examine three research vignettes drawn from an interventionist research project in two urban elementary schools. This examination identifies and responds to interpersonal, inter-institutional, and inter-epistemological dysfunctions. I make a concluding case for the transformative potential in the interplay of discourses: When inequalities and exclusions are redressed in the research, the project realizes a discursive and ethical possibility.

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Progressing Beyond Integration: Valuing All Knowledges Through the Infusion of Equity into Educational Policy and Practice

Asadi

2019

Interrogating Models of Diversity Within a Multicultural Environment

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Ethics and teacher practices in linguistic minority classrooms

Cited by 7 publications

References 5 publications

An Argument for Levinasian Ethics and the Arts With Considerations for Pedagogy

An Argument for Levinasian Ethics and the Arts With Considerations for Pedagogy

Reading Interventionist Research in Two Urban Elementary Schools Through a Discursive Lens

Progressing Beyond Integration: Valuing All Knowledges Through the Infusion of Equity into Educational Policy and Practice

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