ERIC Number: EJ1224255
Record Type: Journal
Publication Date: 2019
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1468-1366
EISSN: N/A
Encouraging Shared Responsibility without Invoking Collective Guilt: Exploring Pedagogical Responses to Portrayals of Suffering and Injustice in the Classroom
Pedagogy, Culture and Society, v27 n3 p403-417 2019
This paper explores how pedagogically productive the idea of invoking feelings of collective guilt in classrooms might be. It attempts to explore not only the persistence of 'collective guilt' in students' responses, but also new possibilities that are opened when 'collective guilt' is reframed as 'shared responsibility'. The analysis addresses the moral, political and pedagogical implications of viewing the phenomena of collective guilt and shared responsibility through the lenses of Hannah Arendt and Iris Marion Young. The paper suggests that, using Arendt's and Young's accounts of shared responsibility offers educators and students opportunities to become aware of their responsibilities as members of particular social groups, rather than getting stuck in guilt. The proposed "pedagogy of shared responsibility" is not focused on blame, guilt or fault, but rather it has the potential to minimize denials of complicity and instead encourage students to interrogate the conditions under which they are responsive and responsible to others.
Descriptors: Anxiety, Student Responsibility, Teacher Responsibility, Psychological Patterns, Educational Methods, Shared Resources and Services, Teaching Methods, Classroom Environment
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A