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Yew-Kwang Ng, "Markets and Morals: Justifying Kidney Sales and Legalizing Prostitution."
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Dana Villa, "Teachers of the People: Political Education in Rousseau, Hegel, Tocqueville, and Mill."
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FICTION, EMPATHY, AND GENDER DIVERSITY: EXPLORING THE IMPACT OF USING A NOVEL IN A CHILD AND YOUTH CARE CLASSROOM
No full textTo better understand how using a novel in a child and youth care classroom impacts empathy in relation to gender diversity, a qualitative study was constructed. Data were gathered using an online questionnaire administered to child and youth care practitioner students. These students had engaged with the novel Scarborough (Hernandez, C. [2017]. Scarborough: A novel. Arsenal Pulp) in a course about foundational therapeutic knowledge. The study sought to identify: (a) what perceptions and emotions were evoked by engaging with the narrative of a young person exploring gender; (b) what, if any, aspects of empathetic connection emerged in relation to this exploration; and (c) what, if any, connections were made to the theoretical material taught in the course. The study incorporated child-and-youth-care-specific and critical social theory frameworks, and theorized about evocative objects and the concept of empathetic distress. The findings suggest that novel-based teaching can elicit from students, or help them express, higher-order empathy in relation to gender diversity, and that a narrative about the struggle to live as one’s genuine self is one possible pathway towards achieving this empathetic connection. Additional research is needed to investigate these preliminary findings and to address bias in the existing literature on adult education and the use of fiction
ELEMENTS IN SCHOOL PRINCIPALSHIP: THE CHANGING ROLE OF PEDAGOGY AND THE GROWING RECOGNITION OF EMOTIONAL LITERACY
No full textThis paper examines the changing role of pedagogy and the growing recognition of emotional literacy as an element in school principalship, as perceived by school principals. A model of the “principal’s toolkit” based on three “pillars” of leadership, management, and pedagogy was used, but with the addition of a fourth pillar, emotional literacy. Here we report on a survey of 63 principals and educational executives that was designed to examine principals’ views regarding which tools are required for school principalship, the way they prioritize those tools, and the weight accorded to each. The survey, which took place from September 2009 to July 2010, was conducted through a questionnaire and interviews. Quantitative processing of the questionnaire results was performed, as was content analysis of the open questions and the interviews. The findings clearly define and rate the components of the essential toolkit for principalship as perceived by the principals. Leadership and emotional literacy were rated highest and pedagogy and management lower, which is at odds with the prevailing attempt by the Israeli Ministry of Education to establish pedagogical leadership as the central element in principalship. This paper will explore and explain the phenomenon of change in principalship elements that entails the changing role of pedagogy and the increasing importance of emotional literacy as an element in school principalship
Vulnerability, Resistance, and Reciprocity: Recasting Responsibilities of Care in Schooling Through Troubling Animal-Child-Adult Encounters Within a School for Marginalized Children
No full textThis paper troubles enactments of care in schooling and open possibilities of caring otherwise through engaging with a more-than-humanist relational lens of animalchild- adult relationships within a school for marginalized children. I explore two encounters with an animal, child, and myself that challenge my self-perceptions as a caring educational researcher and educator and, within that, what counts as care. By attending to my affective responses within these encounters, I explore how thinking with the concepts of resistance, vulnerability, and intra-action can offer generative possibilities of care in schooling. Through this, possibilities of care grounded in ontological reciprocity and openness emerge to enable a reimagining of how we might care differently with children and animals