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ERIC Number: EJ1328708
Record Type: Journal
Publication Date: 2022-Mar
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1570-1727
EISSN: N/A
The Messiness of Ethics in Education
Cliffe, Johanna; Solvason, Carla
Journal of Academic Ethics, v20 n1 p101-117 Mar 2022
This article considers the multifaceted concept of ethics and how, despite being a familiar notion within education, it is still much contested within literature and professional practice. Drawing on postmodern, feminist and political literature, the authors explore (re)conceptualisations of ethics and ethicality in relation to ethical identity, professionalism and practice. Applying philosophical and metaphorical tools, such as the rhizome and nomad (Deleuze and Guattari, 1987), the authors suggest there is the potential to accommodate the multiple and often divergent facets of ethics, thereby engaging with different ethical possibilities. It is argued that the propensity for reducing ethics to merely procedural protocols and guidelines marginalises the richness of ethics and, all too frequently, leaves practitioners ill-equipped to navigate the reality of day-to-day ethics. The article is positioned within the field of early years (EY) practice and training EY practitioners. This reflects the authors' own specialism but also celebrates the propensity of the EY practitioner to reflect upon, question and challenge their own practice and ethical identities. This does not reduce the applicability of the subject matter which is relevant to educators of children of any age. The term 'practitioner' is used throughout to refer to any adult working with children in an educative role, this includes, but is not limited to nursery nurses, teachers or teaching assistants.
BioMed Central, Ltd. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2129/gp/biomedical-sciences
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A