Re-Imagining Relationships in Education: Ethics, Politics and Practices PDF
Preview Re-Imagining Relationships in Education: Ethics, Politics and Practices
(152mm by 229mm) Is “education” simply a faceless enterprise concerned with the sterile transmission of TE od kbnetowweleend gtee?a Ochre riss ita nthda ts ttuhdee snutms boeft itnert errpeperrseosennatls c ownhnaetc teidonucs,a taitotnac hism? e nBtsr,i nagnidn ga ffistliaattei-oonfs- dd anited b dy the-art theoretical and philosophical insights to bear on current teaching practices, Re- W G Imagining Relationships in Education offers a fundamental reconsideration and re-imagining interriffith of relationships in contemporary education. Featuring contributions from a wide range of s, H international theorists of varying philosophical specialities, the majority of essays reframe ov e the issue of relationships between teachers and students as intrinsically linked with the id , ethical and political nature of education. Others extend our conceptions of relationships beyond the humanist enterprise and analyse how relationships matter a great deal to the R e larger demands currently placed on educational practices—those by the state, community, - local traditions, and global trends. Authors draw on a wide range of philosophical Im traditions—from Arendt, Beckett, Irigaray and Wollstonecraft to name but a few—while a g exploring themes of dependence, performativity, embodiment, sexual difference, and social I n justice. Innovative and thought-provoking, Re-Imagining Relationships in Education offers I n illuminating insights into the potential of relationships in education to reshape the practice g of 21st-century learning. R e l Morwenna Griffiths is the Chair of Classroom Learning in the Moray House School of Education at a Edinburgh University. Her books include Feminisms and the Self (1995), Educational Research for Social t I Justice (1998) and Action for Social Justice in Education (2003). o n s Marit Honerød Hoveid is Associate Professor at the Department of Education at NTNU (Norwegian h University of Science and Technology), Trondheim and is currently the Secretary General of EERA I p (European Educational Research Association). Hoveid was involved in S-TEAM, a seventh framework s EU Project on inquiry-based methods in science and science teacher education and co-edited a book I from this project. n e Sharon Todd is Professor at the Department of Education, National University of Ireland, Maynooth. d u She is the author of Learning from the Other: Levinas, Psychoanalysis and Ethical Possibilities in Education c (2003) and Toward an Imperfect Education: Facing Humanity, Rethinking Cosmopolitanism (2009). a t Christine Winter is Senior Lecturer in the School of Education, University of Sheffield. She is the Io Re-ImagInIng Sheffield Education Pathway Lead for the White Rose Doctoral Training Centre and the former n Director of the University of Sheffield EdD Programme. RelatIonshIps In educatIon ethics, politics and practices Edited by Morwenna Griffiths, Marit Honerød Hoveid, Sharon Todd and Christine Winter Re-Imagining Relationships in Education The Journal of Philosophy of Education Book Series The Journal of Philosophy of Education Book Series publishes titles that represent a wide variety of philosophical traditions. They vary from examination of fundamental philosophical issues in their con- nection with education, to detailed critical engagement with current educational practice or policy from a philosophical point of view. Books in this series promote rigorous thinking on educational matters and identify and criticise the ideological forces shaping education. Titles in the series include: Re-Imagining Relationships in Education: Ethics, Politics and Practices Edited by Morwenna Griffiths, Marit Honerød Hoveid, Sharon Todd and Christine Winter Education and the Growth of Knowledge: Perspectives from Social and Virtue Epistemology Edited by Ben Kotzee Vygotsky, Philosophy and Education Jan Derry Education Policy: Philosophical Critique Edited by Richard Smith Levinas, Subjectivity, Education: Towards an Ethics of Radical Responsibility Anna Strhan Philosophy for Children in Transition: Problems and Prospects Edited by Nancy Vansieleghem and David Kennedy Reading R. S. Peters Today: Analysis, Ethics, and the Aims of Education Edited by Stefaan E. Cuypers and Christopher Martin The Good Life of Teaching: An Ethics of Professional Practice Chris Higgins The Formation of Reason David Bakhurst What do Philosophers of Education do? (And how do they do it?) Edited by Claudia Ruitenberg Evidence-Based Education Policy: What Evidence? What Basis? Whose Policy? Edited by David Bridges, Paul Smeyers and Richard Smith New Philosophies of Learning Edited by Ruth Cigman and Andrew Davis The Common School and the Comprehensive Ideal: A Defence by Richard Pring with Complementary Essays Edited by Mark Halstead and Graham Haydon Philosophy, Methodology and Educational Research Edited by David Bridges and Richard D Smith Philosophy of the Teacher By Nigel Tubbs Conformism and Critique in Liberal Society Edited by Frieda Heyting and Christopher Winch Retrieving Nature: Education for a Post-Humanist Age By Michael Bonnett Education and Practice: Upholding the Integrity of Teaching and Learning Edited by Joseph Dunne and Pádraig Hogan Educating Humanity: Bildung in Postmodernity Edited by Lars Lovlie, Klaus Peter Mortensen and Sven Erik Nordenbo The Ethics of Educational Research Edited by Michael Mcnamee andDavid Bridges In Defence of High Culture Edited by John Gingell and Ed Brandon Enquiries at the Interface: Philosophical Problems of On-Line Education Edited by Paul Standish and Nigel Blake The Limits of Educational Assessment Edited by Andrew Davis Illusory Freedoms: Liberalism, Education and the Market Edited by Ruth Jonathan Quality and Education Edited by Christopher Winch Re-Imagining Relationships in Education Ethics, Politics and Practices Edited by Morwenna Griffiths, Marit Honerød Hoveid, Sharon Todd and Christine Winter This edition first published 2015 Originally published as Volume 48, Issue 2 of The Journal of Philosophy of Education Chapters © 2015 The Authors Editorial organization © 2015 Philosophy of Education Society of Great Britain Blackwell Publishing was acquired by John Wiley & Sons in February 2007. Blackwell’s publishing program has been merged with Wiley’s global Scientific, Technical, and Medical business to form Wiley-Blackwell. Registered Office John Wiley & Sons Ltd, The Atrium, Southern Gate, Chichester, West Sussex, PO19 8SQ, United Kingdom Editorial Offices 350 Main Street, Malden, MA 02148-5020, USA 9600 Garsington Road, Oxford, OX4 2DQ, UK The Atrium, Southern Gate, Chichester, West Sussex, PO19 8SQ, UK For details of our global editorial offices, for customer services, and for information about how to apply for permission to reuse the copyright material in this book please see our website at www.wiley.com/wiley-blackwell. The rights of Morwenna Griffiths, Marit Honerød Hoveid, Sharon Todd and Christine Winter to be identified as the authors of the editorial material in this work has been asserted in accordance with the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by the UK Copyright, Designs and Patents Act 1988, without the prior permission of the publisher. Wiley also publishes its books in a variety of electronic formats. Some content that appears in print may not be available in electronic books. Designations used by companies to distinguish their products are often claimed as trademarks. All brand names and product names used in this book are trade names, service marks, trademarks or registered trademarks of their respective owners. The publisher is not associated with any product or vendor mentioned in this book. This publication is designed to provide accurate and authoritative information in regard to the subject matter covered. It is sold on the understanding that the publisher is not engaged in rendering professional services. If professional advice or other expert assistance is required, the services of a competent professional should be sought. Library of Congress Cataloging-in-Publication data is available for this book. ISBN: 9781118944738 (paperback) A catalogue record for this book is available from the British Library. Front cover image: Photo of an art-work created by Dr Khudu-Petersen and her teacher education students in the University of Botswana, copyright Andreas Gessner. Set in 11.25 on 12 pt Times by Toppan Best-set Premedia Limited 01 2014 Contents Notes on Contributors vii Introduction Morwenna Griffiths, Marit Honerød Hoveid, Sharon Todd and Christine Winter ix 1 Re-reading Diotima: Resources for a Relational Pedagogy Rachel Jones 1 2 Towards a Thinking and Practice of Sexual Difference: Putting the Practice of Relationship at the Centre Caroline Wilson 23 3 ‘New Fatherhood’ and the Politics of Dependency Amy Shuffelton 38 4 Between Body and Spirit: The Liminality of Pedagogical Relationships Sharon Todd 56 5 ‘You Have to Give of Yourself’: Care and Love in Pedagogical Relations Marit Honerød Hoveid and Arnhild Finne 73 6 Another Relationship to Failure: Reflections on Beckett and Education Aislinn O’Donnell 89 7 Curriculum Knowledge, Justice, Relations: The Schools White Paper (2010) in England Christine Winter 107 8 Re-Thinking Relations in Human Rights Education: The Politics of Narratives Rebecca Adami 126 9 Happiness Rich and Poor: Lessons From Philosophy and Literature Ruth Cigman 143 10 Guattari’s Ecosophy and Implications for Pedagogy Heather Greenhalgh-Spencer 160 11 Educational Relationships: Rousseau, Wollstonecraft and Social Justice Morwenna Griffiths 179 Index 197 Notes on Contributors Rebecca Adami Department of Education, Stockholm University, Frescativägen 54, Stockholm, SE-10691, Sweden Ruth Cigman Department of Humanities and Social Sciences, Insti- tute of Education, 20 BedfordWay, London WC1 OAL, UK Arnhild Finne Department of Education, Norwegian University of Science and Technology, Loholt Alle, NTNU, Trondheim, NO-7491, Norway Heather Greenhalgh-Spencer Department of Curriculum and Instruction, College of Education, Texas Tech University, Box 41071, Lubbock, TX 79409-1071 Morwenna Griffiths Moray House School of Education, University of Edinburgh, Thomson’s Land, Holyrood Road, Edinburgh EH8 8AQ, Scotland, UK Marit Honerød Hoveid Department of Education, Norwegian Uni- versity of Science and Technology, Loholt Alle, NTNU, Trondheim, NO-7491, Norway Rachel Jones Department of Philosophy, George Mason University, Robinson Hall B, GMU, Fairfax, VA-22030, USA Aislinn O’Donnell Faculty of Education, Mary Immaculate College, University of Limerick, South Circular Road, Limerick, Ireland Amy Shuffelton Cultural and Educational Policy Studies, Loyola University Chicago, 820 N Michigan Ave, Chicago, IL-60611, USA Sharon Todd Department of Education, National University of Ireland, Maynooth, County Kildare, Ireland Caroline Wilson Duoda, Women’s Research Centre, University of Barcelona; Postal address: 57 High Street North, Crail, KY10 3RA, Fife, Scotland, UK Christine Winter Department of Education, University of Sheffield, 388 Glossop Road, Sheffield S10 4BJ, UK
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