Tatiana Geron
Biographic Data
| ID | 5993909 |
|---|---|
| NAME | Tatiana Geron |
| GIVEN NAMES | Tatiana |
| FAMILY NAME | Geron |
| SIGNATURE | GERON T |
| AFFILIATIONS | Colby College |
| ORCID | 0000-0002-5043-6756 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Teachers’ ethical decision-making in the face of injustice
This article presents a qualitative analysis of the ethical reasoning of 149 teachers working in a large city district. Through exploring how these experienced teachers reason through a ‘normative case study in educational ethics’ (NCS) that presents an ethical dilemma of how to support a student experiencing multiple injustices in and outside of school, this study offers an illustration of how individual teacher decision-making seeks to mitigate…
“Creating Justice in My Practice”
Background/Context: Teachers’ values and beliefs shape how they make professional decisions. In particular, they shape teachers’ decision-making in the face of ethical dilemmas, including dilemmas about grading, promotion, and student support. However, very few studies in teacher professional development (PD) have explored teachers’ values-based decision-making in context and how to support values-based decision-making through professional learni…
Impacts to Teachers’ Process of Ethical Decision-Making
Context: Remote and online learning have become features of K–12 education since the Covid-19 school closures. Despite the increasing presence of online classrooms, the theoretical and ethical dimensions of this shift remain underexplored. While much attention has been paid to issues of access, equity, and instructional design, less consideration has been given to how this change has reshaped the moral and relational dimensions of teaching. Objec…
Philosophical Reflections on Teachers’ Ethical Dilemmas in a Global Pandemic
The COVID-19 pandemic raised not only overwhelming practical challenges but also deep ethical dilemmas for educators. There have been few efforts to connect these challenges to either ethical dilemmas teachers faced in pre-pandemic times or to philosophical analyses of complex normative terrain of teachers’ work. We facilitated eleven discussion groups with 101 educators from seven countries on the dilemmas they faced due to COVID-19. Analysis of…
The Ethics of World‐Building in Normative Case Studies
Normative case studies are designed to offer richly detailed “worlds of possibility” that invite complex reflection and discussion about authentic ethical dilemmas in education. In this essay, Tatiana Geron and Meira Levinson argue that authors' choices of what details to include in a case are themselves ethical decisions that require significant ethical responsibility. Case details can shape which avenues of ethical inquiry are open to readers, …
Ethical Decision-Making in the “Crowded Classroom”
In this essay Tatiana Geron argues that classroom “crowdedness”—the spatial, temporal, and group dynamics of many students interacting in a shared space—shapes teachers’ every day ethical decision-making and should be essential to an ethical theory of teaching. Drawing from Philip K. Jackson’s ethnographic work and her own teaching experience, Geron identifies features of the classroom that contribute to its ethical complexity—size, compulsory cl…
The power of open dialogue”
The Heart of the Matter
In English classrooms, afterschool programs, and youth centers across the country, students are becoming published authors. Student-focused publishing houses, such as 826 National, which operates through a neighborhood writing resource center model, and the Teachers College Student Press Initiative (SPI), which operates as a university-affiliated “part professional development, part artist collaboration and part not-for-profit publisher,” have cr…
Moving Up Without Losing Your Way
Jennifer M. Morton’s Moving Up Without Losing Your Way: The Ethical Costs of Upward Mobility argues for a new narrative for low-income and first-generation students pursuing higher education—one that accounts for the trade-off between economic and ethical values that students experience in their journey toward upward mobility. Morton asserts that the traditional narrative available to low-income and first-generation college students, or “strivers…
Youth Voices in Education Research
Intentional collaboration, predictable complicity, and proactive prevention
In the United States, constitutional and statutory law reinforce the right of all children to receive an education, regardless of their citizenship or immigration status. In a time of heightened anti-immigrant sentiment and law enforcement, however, partnerships among school districts, local law enforcement, and the U.S. Departments of Justice and Homeland Security subject undocumented and unaccompanied minor students to indefensible levels of ri…
Philosophical Reflections on Teachers’ Ethical Dilemmas in a Global Pandemic
The COVID-19 pandemic raised not only overwhelming practical challenges but also deep ethical dilemmas for educators. There have been few efforts to connect these challenges to either ethical dilemmas teachers faced in pre-pandemic times or to philosophical analyses of complex normative terrain of teachers’ work. We facilitated eleven discussion groups with 101 educators from seven countries on the dilemmas they faced due to COVID-19. Analysis of…
The power of open dialogue”
Intentional collaboration, predictable complicity, and proactive prevention
In the United States, constitutional and statutory law reinforce the right of all children to receive an education, regardless of their citizenship or immigration status. In a time of heightened anti-immigrant sentiment and law enforcement, however, partnerships among school districts, local law enforcement, and the U.S. Departments of Justice and Homeland Security subject undocumented and unaccompanied minor students to indefensible levels of ri…
The Heart of the Matter
In English classrooms, afterschool programs, and youth centers across the country, students are becoming published authors. Student-focused publishing houses, such as 826 National, which operates through a neighborhood writing resource center model, and the Teachers College Student Press Initiative (SPI), which operates as a university-affiliated “part professional development, part artist collaboration and part not-for-profit publisher,” have cr…
Moving Up Without Losing Your Way
Jennifer M. Morton’s Moving Up Without Losing Your Way: The Ethical Costs of Upward Mobility argues for a new narrative for low-income and first-generation students pursuing higher education—one that accounts for the trade-off between economic and ethical values that students experience in their journey toward upward mobility. Morton asserts that the traditional narrative available to low-income and first-generation college students, or “strivers…
Youth Voices in Education Research
Ethical Decision-Making in the “Crowded Classroom”
In this essay Tatiana Geron argues that classroom “crowdedness”—the spatial, temporal, and group dynamics of many students interacting in a shared space—shapes teachers’ every day ethical decision-making and should be essential to an ethical theory of teaching. Drawing from Philip K. Jackson’s ethnographic work and her own teaching experience, Geron identifies features of the classroom that contribute to its ethical complexity—size, compulsory cl…
The power of open dialogue”
The Ethics of World‐Building in Normative Case Studies
Normative case studies are designed to offer richly detailed “worlds of possibility” that invite complex reflection and discussion about authentic ethical dilemmas in education. In this essay, Tatiana Geron and Meira Levinson argue that authors' choices of what details to include in a case are themselves ethical decisions that require significant ethical responsibility. Case details can shape which avenues of ethical inquiry are open to readers, …
“Creating Justice in My Practice”
Background/Context: Teachers’ values and beliefs shape how they make professional decisions. In particular, they shape teachers’ decision-making in the face of ethical dilemmas, including dilemmas about grading, promotion, and student support. However, very few studies in teacher professional development (PD) have explored teachers’ values-based decision-making in context and how to support values-based decision-making through professional learni…
Impacts to Teachers’ Process of Ethical Decision-Making
Context: Remote and online learning have become features of K–12 education since the Covid-19 school closures. Despite the increasing presence of online classrooms, the theoretical and ethical dimensions of this shift remain underexplored. While much attention has been paid to issues of access, equity, and instructional design, less consideration has been given to how this change has reshaped the moral and relational dimensions of teaching. Objec…
Philosophical Reflections on Teachers’ Ethical Dilemmas in a Global Pandemic
The COVID-19 pandemic raised not only overwhelming practical challenges but also deep ethical dilemmas for educators. There have been few efforts to connect these challenges to either ethical dilemmas teachers faced in pre-pandemic times or to philosophical analyses of complex normative terrain of teachers’ work. We facilitated eleven discussion groups with 101 educators from seven countries on the dilemmas they faced due to COVID-19. Analysis of…
Teachers’ ethical decision-making in the face of injustice
This article presents a qualitative analysis of the ethical reasoning of 149 teachers working in a large city district. Through exploring how these experienced teachers reason through a ‘normative case study in educational ethics’ (NCS) that presents an ethical dilemma of how to support a student experiencing multiple injustices in and outside of school, this study offers an illustration of how individual teacher decision-making seeks to mitigate…
Sociology (9 works) · Political science (7 works) · Law (5 works) · Pedagogy (5 works) · Psychology (5 works) · Engineering ethics (4 works) · Normative (4 works) · Education and Critical Thinking Development (3 works) · Peace and Human Rights Education (3 works) · Social science (3 works)