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Cris Mayo – Education and Culture, 2024
This review essay takes up challenges posed by Sarah M. Stitzlein's "Teaching Honesty in a Populist Era: Emphasizing Truth in the Education of Citizens" by suggesting Black pragmatists add crucial questions to the pragmatist project of honesty. Pushing us to consider a more critical answer to the questions "Who are we?" and…
Descriptors: Blacks, Pragmatics, Ethics, Civics
Sarah E. Stanlick; George DeMartino; Sharon D. Welch – Journal of Higher Education Outreach and Engagement, 2023
The democratization of knowledge is liberating and has presented some new and difficult challenges. When everyone can position themselves as an expert, how do we create new frames of intellectual and pragmatic knowledge with integrity? How do we understand the histories of expert privilege and harm that have led us to this time of uncertainty? And…
Descriptors: Expertise, School Community Relationship, Power Structure, Ethics
Angel Chan; Jenny Ritchie – International Journal of Qualitative Studies in Education (QSE), 2024
This paper performs a critical qualitative inquiry exploring supervision pedagogies utilising duoethnography as both methodology and conceptual framing. We begin the inquiry by reflecting upon our social and cultural identities and our evolving supervisor/supervisee-colleague-friend relationship. Our critical dialogue then shifts to scrutinising…
Descriptors: Doctoral Programs, Supervisors, Supervisory Methods, Supervisor Supervisee Relationship
Richard D. Sawyer; Joe Norris – Advances in Research on Teaching, 2024
In this chapter, we purport that "excessive entitlement" is directly linked to concepts of self/identity with the belief that how we come to regard self in relation to the Other is implicitly and explicitly taught. We view excessive entitlement as a manifestation of the privilege and infallibility of educators who take for granted the…
Descriptors: Teacher Attitudes, Expectation, Self Concept, Professional Identity
Wexler, Alice; Keifer-Boyd, Karen; Bastos, Flávia M. C. – Studies in Art Education: A Journal of Issues and Research in Art Education, 2022
Three art education researchers conceptualize ethical considerations in conducting research with Indigenous peoples, people of color, and minoritized groups. Three critical dimensions of ethical research emerged: reflexivity, reciprocity, and racialism. We consider how the demands to be successful in academia are at odds with ethical futures. With…
Descriptors: Art Education, Educational Research, Ethics, Social Justice
Heringer, Rebeca – Kappa Delta Pi Record, 2021
Despite aims of social justice, the mere presence of refugee students does not make the Canadian classroom a welcoming place for them. Through an ethics of hospitality lens, the author discusses a teacher's responsibility toward the Other.
Descriptors: Social Justice, Refugees, Inclusion, Teacher Responsibility
Eydie Shypulski; Aynsley H. M. Scheffert; Shelly Smart; Mary Kirk; Tiana Kruger – Journal of Teaching in Social Work, 2024
Advocacy for social justice is a core duty of the social work profession. Social injustice, oppression, and marginalization in the United States demand that social workers critically evaluate and address systemic oppression, in the profession, society, and social work education. This study sought to explore the attitudes of social work students in…
Descriptors: Social Work, Education, Social Justice, Power Structure
R. Love; V. Randall – International Journal of Qualitative Studies in Education (QSE), 2024
Philosophy for Children is a pedagogical approach practised worldwide. Although well known for its contribution to democratic teaching and learning its contribution to critical research is relatively unknown. In this paper we present the use of a Community of Enquiry (CoE), as conceptualised in Philosophy for Children, as a qualitative research…
Descriptors: Democratic Values, Philosophy, Qualitative Research, Inquiry
Simpson, Ashley – Educational Philosophy and Theory, 2023
This conceptual paper argues for the reconfiguring of Intercultural Communication Education (ICE) through a dialogical engagement with "Istina" (Truth) and "Pravda" (Truth in Justice). The paper argues that the field of ICE is predominantly characterised by normative conceptualisations of truth (e.g., characterised by fixed or…
Descriptors: Intercultural Communication, Dialogs (Language), Ethics, Justice
Clack, Jim – Teaching in Higher Education, 2022
This paper discusses a 12-week, 15-credit module taught to second year undergraduates during semester 2 of 2017-18 academic year. The module, entitled 'Deschooling', aimed to explore notions of emancipatory and critical pedagogy, control and coercion in the education system. Rather than 'teach' these concepts as abstract academic theory, I aimed…
Descriptors: Educational Change, Higher Education, Undergraduate Students, Student Evaluation
Nicanor Legarte Guinto; Brian D. Villaverde; Amiel Jansen Demetrial; Aurelio Teodoro Maguyon III – AILA Review, 2024
Recent studies on language and migration have attempted to address the social injustices stemming from global disparities in wealth and opportunities. However, there's a risk of researchers unintentionally reinforcing traditional power dynamics, positioning themselves in power while reducing participants to mere data sources. Focusing on migrants…
Descriptors: Language Research, Researchers, Social Justice, Immigration
Michael Reisch; Jayshree S. Jani – Journal of Teaching in Social Work, 2025
Contemporary events, including the recent Presidential campaign, have demonstrated the symbolic and political significance of language in our society and culture. Language is a primary tool for "naming the world" and defining our desires roles - as subjects and ojects - in the environments we inhabit. Yet, as often as language is a means…
Descriptors: Social Work, Counselor Training, Diversity Equity and Inclusion, Political Attitudes
Nancy Arden Mchugh; Samantha Kennedy; Ashley Wright – Metropolitan Universities, 2024
Extractive knowledge is prevalent in higher education community engagement. It is a type of epistemic injustice that is harmful to the historically and systemically minoritized communities and community nonprofits that many universities, particularly predominately white institutions, seek to engage. Extractive knowledge results from what we can…
Descriptors: Higher Education, Community Involvement, Power Structure, Ethics
Coppola, William J.; Taylor, Donald M. – Action, Criticism, and Theory for Music Education, 2022
Cultural humility has gained traction as a potentially transformative construct in social justice work, compelling practitioners to engage in a lifelong process of self-reflection and self-critique to recognize the limitations of their knowledge, practice openness toward others, and actively work to mitigate systemic inequities. In this paper, we…
Descriptors: Music Teachers, Teacher Education Programs, Social Justice, Cultural Awareness
Fitzpatrick, Katie; May, Stephen – Routledge, Taylor & Francis Group, 2022
In this book, Fitzpatrick and May make the case for a reimagined approach to critical ethnography in education. Working with an expansive understanding of "critical," they argue that many researchers already do the kind of critical ethnography suggested in this book, whether they call their studies critical or not. Drawing on a wide…
Descriptors: Ethnography, Ethics, Teaching Methods, Educational Research