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The Classrooms All Young Children NeedLessons in Teaching from Vivian Paley$
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Patricia M. Cooper

Print publication date: 2009

Print ISBN-13: 9780226115238

Published to Chicago Scholarship Online: February 2013

DOI: 10.7208/chicago/9780226115252.001.0001

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Teaching as a Moral Act, Classrooms as Democratic Spaces

Teaching as a Moral Act, Classrooms as Democratic Spaces

Chapter:
(p.93) 4 Teaching as a Moral Act, Classrooms as Democratic Spaces
Source:
The Classrooms All Young Children Need
Author(s):

Patricia M. Cooper

Publisher:
University of Chicago Press
DOI:10.7208/chicago/9780226115252.003.0006

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

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