Inclusion in childhood studies and education: Ethical responsibility to and for children with disabilities

Author: 
Date created: 
2021-05-26
Identifier: 
etd21414
Keywords: 
Pedagogy
Responsibility
Ethical commitment
Listening
Alterity
Dialogue
Emmanuel Levinas
Children with disabilities
Abstract: 

In this thesis, I discuss what it might mean to engage in an ethically responsible pedagogy, by posing the following questions: What is our ethical commitment and responsibility to and for others—especially when those others are children with disabilities? More importantly, when recognizing that the most challenging task for educators is to create a context for the collective (Rinaldi, 2006), what kinds of ethical and pedagogical contexts should be cultivated when encountering children with disabilities, so that each child’s existence and alterity are revealed? To engage these questions, I explore the concept of listening through multiple avenues: listening as attending to and for others, listening as attending to the revelation of alterity, listening in the state of dialogue, and listening through “taking a while”. All of these concepts of listening are interpreted in relation to Emmanuel Levinas’s conception of I/other relationality.

Document type: 
Thesis
Rights: 
This thesis may be printed or downloaded for non-commercial research and scholarly purposes. Copyright remains with the author.
File(s): 
Supervisor(s): 
Ann Chinnery
Department: 
Education: Faculty of Education
Thesis type: 
(Thesis) M.A.
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