Chapter

Teaching as a Moral Act, Classrooms as Democratic Spaces

Patricia M. Cooper

in The Classrooms All Young Children Need

Published by University of Chicago Press

Published in print October 2009 | ISBN: 9780226115238
Published online February 2013 | e-ISBN: 9780226115252 | DOI: http://dx.doi.org/10.7208/chicago/9780226115252.003.0006
Teaching as a Moral Act, Classrooms as Democratic Spaces

Show Summary Details

Preview

This chapter examines the concept of fairness as a legitimate pedagogical concern as its focus is not the curricular, but the relational aspects of pedagogy, the framework for the unscheduled but inevitable human interactions in all classrooms. From a methodological perspective, pedagogy of fairness is, simply, teaching to include within and between all of these relationships. Three issues are introduced in this chapter that underscores the need for a pedagogy of fairness — the impact of separation from home (and departure from toddlerhood) on young children's adjustment to preschool and kindergarten; the insidious prevalence of bias toward some children by teachers and other children; and the purpose and potential of early schooling in a democratic society. If there is a hierarchy to Paley's pedagogy of fairness, it is likely that the purpose and potential of early schooling will be topped by the assumptions of the teachers.

Keywords: teaching; classrooms; pedagogy of fairness; schooling; teachers; human interactions

Chapter.  4789 words. 

Subjects: Schools Studies

Full text: subscription required

How to subscribe Recommend to my Librarian

Users without a subscription are not able to see the full content. Please, subscribe or login to access all content.