Teaching as a Moral Act, Classrooms as Democratic Spaces
Teaching as a Moral Act, Classrooms as Democratic Spaces
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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