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    Bringing more than I contain’: ethics, curriculum and the pedagogical demand for altered egos

    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

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    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
    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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