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The term ?moral? has had a chequered history in sub-Saharan
Africa, mainly due to the legacy of colonialism and Apartheid (in
South Africa). In contrast to moral education as a vehicle of
cultural imperialism and social control, this volume shows moral
education to be concerned with both private and public morality,
with communal and national relationships between human beings, as
well as between people and their environment. Drawing on
distinctive perspectives from philosophy, economics, sociology and
education, it offers the African ethic of Ubuntu/Botho as a
plausible alternative to Western approaches to morality and shows
how African ethics speaks to political and economic life, including
ethnic conflict and HIV/AIDS, and may be an antidote to the current
practice of timocracy that values money over people.
The volume provides sociological tools for understanding the
lived morality of those marginalised by poverty, and analyses the
effects of culture, religion and modern secularisation on moral
education. With contributions from fourteen African scholars, this
book challenges dominant frameworks, and begins conversations for
mutual benefit across the North-South divide. It has global
implications, not just, but especially, where moral education is
undertaken in pluralist contexts and in the presence of economic
disparity.
This book was published as a special issue of the Journal of
Moral Education.
Our Bodies Tell the Story: Using Feminist Research and Friendship
to Reimagine Education and Our Lives asks (and answers) a number of
critical questions that are key to improving our educational
system. How can we use our embodied stories to navigate and disrupt
how schools and society reproduce the patriarchy and
heteronormativity within our institutions of learning? How do we
transgress oppressive boundaries (boundaries cultivated by the
patriarchy that have been perpetuated at home, within school,
outside of school, in university settings, and in communities) that
permit our dehumanization and exclusion? As teachers, professors,
and teacher educators, how do we navigate our students' trauma when
we are navigating the re-ignition of our own? This book sets out to
tell the story of how the authors have tried to answer these
questions in their lives and work. It is the story of a friendship,
a partnership, a narrative retelling of their "becoming" as girls,
teenagers, women, teachers, wives, daughters, scholars, and
mothers. From the earliest memories of their gendered and
sexualized childhoods to the present navigation of sexism,
heteronormativity, and trauma in the context of teaching and
schools, these stories reside in their bodies. They recall,
construct, and reexamine, emerging from their dialogues—from
talking face-to-face, to email, to FB messenger, poetry, and text.
Our Bodies Tell the Story centers around the co/autoethnography of
personal narratives, stories, and a kind of survival testimonies,
the ways in which the authors bore witness to each other's lives.
The book extensively uses co/autoethnography as a self-study
feminist research methodology that takes autoethnography, "a form
of self-representation that complicates cultural norms by seeing
autobiography as implicated in larger cultural processes" (Taylor
& Coia, 2006, p. 278) and moves it beyond the singular to the
plural. Using this methodology enables the authors to interweave
their stories through dialogue, so that validity, insight, and
analysis all emerge in the text. The book investigates the self
within the social context of personal relationships, as well as the
larger society. Creating a co/autoethnography is a rich,
multi-layered endeavor because it is not conducted in a vacuum. As
such, it is an important book for faculty and researchers involved
in a number of disciplines, including auto/ethnographic research,
gender studies, women's studies, feminist studies, qualitative
research and many other areas of study. Perfect for courses such
as: Gender and Education │ Public Purposes of Schooling │
Introduction to Gender, Sexuality, and Women's Studies │ Critical
Feminisms in Teacher Education │ Gender Issues in Teacher
Education
As moral educators we are more used to teaching others and
researching their learning and moral development than reflecting on
and writing formally about our own moral learning. We are not just
professionals with an interest and supposedly some expertise in
morality and education, we also have gendered and culturally
differentiated personal and professional lives, in which there are
moral issues, puzzles, and conflicts. We are situated in diverse
political and institutional contexts whilst participating in an
interdisciplinary professional field and interacting in an
increasingly globalised world. How do we integrate the personal,
professional and political in our moral learning? In this book
celebrating the Journal of Moral Education's 40th anniversary, 15
invited contributors, at different stages in their careers, from a
range of disciplinary and cultural backgrounds, and from around the
world, offer their academic, analytical and autobiographical
reflections. Through their stories, narratives, analyses, questions
and concerns, and across many diverse topics central to moral
education, we see how they each confront their own moral
learning-personally, professionally, and politically. This book
offers insights from formative experiences and ongoing issues and
challenges to suggest how all educators might take more account of
the interrelation of the personal, professional and political in
moral teaching and learning. This book was originally published as
a special issue of the Journal of Moral Education.
A Model of Verbal Interaction presents a vivid portrait of the
verbal encounters that constitute teaching and learning of English
in primary, secondary and tertiary institutions in Jamaica. It
describes the linguistic codes used by teachers and students in the
normal course of teaching and learning in the classrooms studied,
and explores their context and motivations. Against that
background, the writer then uses script theory to execute a
detailed analysis of the linguistic patterns of the interaction and
their relationship to the ecology (construed as physical space as
well as network of cognitive and social relations). The book makes
an important contribution to the discourse on the challenges of
teaching the official language in post-colonial, Creole-speaking
societies, and enriches our understanding of classroom encounters.
This international handbook provides a sophisticated re-examination
of self-study of teaching and teacher education practices research
16 years after the publication of the first edition by Springer
(2004). Through six sections, it offers an extensive international
review of research and practices by examining critical issues in
the self-study field today. They are: (1) Foundations of
Self-Study, (2) Self-Study Methods and Methodologies, (3)
Self-Study and Teaching and Teacher Education for Social Justice,
(4) Self-Study Across Subject Disciplines, (5) Self-Study in
Teacher Education and Beyond, and (6) Self-Study across Cultures
and Languages. Exemplars, including many recent studies, illustrate
the impact of this well-established research movement in teacher
education in the English-speaking world and internationally.
Readers of the handbook will benefit from a comprehensive review of
the field of self-study that is accessible to a range of readers;
theoretically and methodologically rich; highly practical to both
novices and experienced practitioners; and offers a vision for
self-study internationally over the next two decades.
This international handbook provides a sophisticated re-examination
of self-study of teaching and teacher education practices research
16 years after the publication of the first edition by Springer
(2004). Through six sections, it offers an extensive international
review of research and practices by examining critical issues in
the self-study field today. They are: (1) Foundations of
Self-Study, (2) Self-Study Methods and Methodologies, (3)
Self-Study and Teaching and Teacher Education for Social Justice,
(4) Self-Study Across Subject Disciplines, (5) Self-Study in
Teacher Education and Beyond, and (6) Self-Study across Cultures
and Languages. Exemplars, including many recent studies, illustrate
the impact of this well-established research movement in teacher
education in the English-speaking world and internationally.
Readers of the handbook will benefit from a comprehensive review of
the field of self-study that is accessible to a range of readers;
theoretically and methodologically rich; highly practical to both
novices and experienced practitioners; and offers a vision for
self-study internationally over the next two decades.
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