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Full-Text Articles in Education
Spiritual Or Religious Leadership: What Do You Practice? What Should You Practice?, Duane M. Covrig, Janet Ledesma, Gary Gifford
Spiritual Or Religious Leadership: What Do You Practice? What Should You Practice?, Duane M. Covrig, Janet Ledesma, Gary Gifford
Faculty Publications
No abstract provided.
The Teacher-Student Writing Conference Reimaged: Entangled Becoming-Writingconferencing, Donna Kalmbach Phillips, Mindy Legard Larson
The Teacher-Student Writing Conference Reimaged: Entangled Becoming-Writingconferencing, Donna Kalmbach Phillips, Mindy Legard Larson
Faculty Publications
This analysis is experimental: we attempt to read data with the work of Karen Barad and in doing so ‘see’ teacher-student writing conferences (a common pedagogy of US elementary school writing) as intra-activity. Data were gathered during teacher-student writing conferences in a grade five US classroom over a six week period. One conference between a researcher and a male Latino student, a Student of Labels, is diffracted. Reading and writing and thinking with Barad disrupts our habitual ways of privileging language as representational. Rather, we consider the material-discursive practices of schooling that produce what comes to matter, leading …
Teaching Care Ethics: Conceptual Understandings And Stories For Learning, Colette Rabin, Grinell Smith
Teaching Care Ethics: Conceptual Understandings And Stories For Learning, Colette Rabin, Grinell Smith
Faculty Publications
An ethic of care acknowledges the centrality of the role of caring relationships in moral education. Care ethics requires a conception of ‘care’ that differs from the quotidian use of the word. In order to teach care ethics more effectively, this article discusses four interrelated ways that teachers’ understandings of care differ from care ethics: (1) conflating the term of reference ‘care’ with its quotidian use; (2) overlooking the challenge of developing caring relationships; (3) tending toward monocultural understandings of care; and (4) separating affect and intellect. Awareness of these conceptions of care supports teacher educators to teach care ethics …