Violent Life in an Inclusive Classroom: Come on, Read, Peter! Moving From Moral Judgment to an Onto-Epistemological Ethics
Dados Bibliográficos
| AUTOR(ES) | |
|---|---|
| AFILIAÇÃO(ÕES) | School of Ecosystem and Forest Sciences, University of Melbourne, Parkville, Australia, Ghent University, Belgium |
| ANO | 2020 |
| TIPO | Artigo |
| PERIÓDICO | Qualitative Inquiry |
| ISSN | 1077-8004 |
| E-ISSN | 1552-7565 |
| EDITORA | Annual Reviews (United States) |
| DOI | 10.1177/1077800419874837 |
| ADICIONADO EM | 2025-08-18 |
| MD5 |
1261f5d52228749a014b3190acfaf440
|
Resumo
In this article, we begin with a story in which a teacher is perceived as cruel, a boy experiences exclusion, and a support worker feels guilty for not responding. Working together with students, we have written a play script that explores the entangled intra-active perceptions of the various players. The script was used in the professional development of educators as a means of exploring the diffractive movements through which differences are made in inclusive classrooms. It opens the possibility of moving away from thinking in terms of individual accountability toward an intra-active exploration of the ethics of such encounters.
Referências Citadas
Travels With My Father
(2017)
Animating Ancestors
(2017)