Foster makes a compelling case for ethical teaching in terms of
resistance to bureaucratic demands and subversion by reason of
conscience. Out of the dyadic tension between individual freedom
and collective norms there is a clear pathway to more ethical space
in the classroom. Foster uses Martin Buber's notion of dialogical
relations and extends it to three levels: the intrapersonal,
interpersonal and systemic. The teacher who truly stands in
authentic relationships with his students will have to experience
the tension of resisting unethical power at each level in order to
free up relational space in the classroom. As a result, formal
evaluation practices in education will have to be resisted by the
ethically-minded teacher.
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