Dilemmas of Educational Ethics: Cases and Commentaries
Meira Levinson · Jacob Fay
Jan 2019 · Harvard Education Press
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264
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About this ebook
Educators and policy makers confront challenging questions of ethics, justice, and equity on a regular basis. Should teachers retain a struggling student if it means she will most certainly drop out? Should an assignment plan favor middle-class families if it means strengthening the school system for all? These everyday dilemmas are both utterly ordinary and immensely challenging, yet there are few opportunities and resources to help educators think through the ethical issues at stake.
Drawing on research and methods developed in the Justice in Schools project at the Harvard Graduate School of Education, Dilemmas of Educational Ethics introduces a new interdisciplinary approach to achieving practical wisdom in education, one that honors the complexities inherent in educational decision making and encourages open discussion of the values and principles we should collectively be trying to realize in educational policy and practice.
At the heart of the book are six richly described, realistic accounts of ethical dilemmas that have arisen in education in recent years, paired with responses written by noted philosophers, empirical researchers, policy makers, and practitioners, including Pedro Noguera, Howard Gardner, Mary Pattillo, Andres A. Alonso, Jamie Ahlberg, Toby N. Romer, and Michael J. Petrilli.
The editors illustrate how readers can use and adapt these cases and commentaries in schools and other settings in order to reach a difficult decision, deepen their own understanding, or to build teams around shared values.
Drawing on research and methods developed in the Justice in Schools project at the Harvard Graduate School of Education, Dilemmas of Educational Ethics introduces a new interdisciplinary approach to achieving practical wisdom in education, one that honors the complexities inherent in educational decision making and encourages open discussion of the values and principles we should collectively be trying to realize in educational policy and practice.
At the heart of the book are six richly described, realistic accounts of ethical dilemmas that have arisen in education in recent years, paired with responses written by noted philosophers, empirical researchers, policy makers, and practitioners, including Pedro Noguera, Howard Gardner, Mary Pattillo, Andres A. Alonso, Jamie Ahlberg, Toby N. Romer, and Michael J. Petrilli.
The editors illustrate how readers can use and adapt these cases and commentaries in schools and other settings in order to reach a difficult decision, deepen their own understanding, or to build teams around shared values.
About the author
Meira Levinson is professor of education at the Harvard Graduate School of Education, following eight years as a middle school teacher in the Atlanta and Boston public schools. Her most recent books include Making Civics Count, which she coedited with David Campbell and Frederick Hess, and No Citizen Left Behind, which won awards in political science, philosophy, social studies, and education. A Chinese translation is forthcoming. Meira’s recent work on educational ethics has been supported by a Guggenheim Fellowship, the Radcliffe Institute for Advanced Study, and the Spencer Foundation. She earned a BA in philosophy from Yale University and a DPhil in political theory from Nuffield College, Oxford. Meira lives in Boston with her husband and two school-age daughters.
Jacob Fay is a doctoral student and member of the Early Career Scholar Program at the Harvard Graduate School of Education. His research focuses on the ethics of education policy and practice, as well as contemporary theories of injustice. He has served as the cochair of the board of the Harvard Educational Review and was a member of the Spencer Foundation’s Philosophy of Education Institute. Prior to his doctoral studies, he taught eighth-grade history at the Dwight-Englewood School in New Jersey. He holds an AB in history from Princeton University, an MA in American history from Brandeis University, an EdM from the Harvard Graduate School of Education, and is a proud graduate of the Shady Hill Teacher Training Course. Jacob lives in Cambridge with his wonderful wife, Sarah.
Jacob Fay is a doctoral student and member of the Early Career Scholar Program at the Harvard Graduate School of Education. His research focuses on the ethics of education policy and practice, as well as contemporary theories of injustice. He has served as the cochair of the board of the Harvard Educational Review and was a member of the Spencer Foundation’s Philosophy of Education Institute. Prior to his doctoral studies, he taught eighth-grade history at the Dwight-Englewood School in New Jersey. He holds an AB in history from Princeton University, an MA in American history from Brandeis University, an EdM from the Harvard Graduate School of Education, and is a proud graduate of the Shady Hill Teacher Training Course. Jacob lives in Cambridge with his wonderful wife, Sarah.
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