Todd, Sharon
(2001)
Bringing more than I contain’: ethics, curriculum
and the pedagogical demand for altered egos.
Journal of Curriculum Studies, 33 (4).
pp. 431-450.
ISSN 0022-0272
Abstract
Building from the notion that learning occasions an `ontological’ violence, this paper
examines the ethical relations implicated in pedagogy and curriculum. In particular, it
explores ways in which pedagogy is rooted in a demand for students to alter their egos,
and, thereby, draws attention to the delicate nature of the teaching±learning relationship.
Appealing to the ethical philosophy of Emmanuel Levinas, it discusses how
ethical, non-violent relations are made possible in the day-to-day encounters between
teachers and students. A reading of one of Melanie Klein’s case studies highlights the
speci®c ways teachers participate in ego-alteration at the same time as they participate
in conditions for establishing ethical relations. The paper concludes with a discussion
of these conditions and the role that curriculum plays in responsible teaching.
| Item Type: |
Article
|
| Keywords: |
ethics; curriculum;
pedagogical; demand; altered egos; |
| Academic Unit: |
Faculty of Social Sciences > Education |
| Item ID: |
8540 |
| Depositing User: |
Prof. Sharon Todd
|
| Date Deposited: |
01 Aug 2017 14:26 |
| Journal or Publication Title: |
Journal of Curriculum Studies |
| Publisher: |
Taylor & Francis |
| Refereed: |
Yes |
| URI: |
|
| Use Licence: |
This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available
here |
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