Skip to main content Accessibility help
×
Hostname: page-component-848d4c4894-mwx4w Total loading time: 0 Render date: 2024-06-23T14:56:53.043Z Has data issue: false hasContentIssue false

Part III - Emerging Ethical Pathways and Frameworks

Integration, Disruption, and New Ethical Paradigms

Published online by Cambridge University Press:  07 March 2024

Sheron Fraser-Burgess
Affiliation:
Ball State University, Indiana
Jessica Heybach
Affiliation:
Florida International University
Dini Metro-Roland
Affiliation:
Western Michigan University
Get access

Summary

In the realm of education, broadly conceived, meta-ethical theories and normative ethical frameworks can draw on a variety of understandings and analyses of the human condition or aims of schooling. Engaging with pressing ethical issues and arising dilemmas, the contributors in this part are in discourse with ethical traditions and their forms of application to create alternate expositions of morality and universal standards for evaluating educational practice and theory. In doing so, they take up R. S. Peters’ charge in innovative ways that reaffirm the salience of philosophy to education’s formative role in society.

Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2024

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Bibliography

Attewell, P., and Newman, K. S.. Growing Gaps: Educational Inequality around the World. New York: Oxford University Press, 2010.Google Scholar
Bayless, K. “‘Attack on Public Education’: Missouri’s ‘Parents Bill of Rights’ Follows National Strategy.” Kansas City Star, April 14, 2022.Google Scholar
Ben-Ghiat, R. “Strongmen: The Politics of Domination.” New Republic, May 2022.Google Scholar
Bialystok, L. “‘Politics without ‘Brainwashing’: A Philosophical Defence of Social Justice Education.” Curriculum Inquiry 44, no. 3 (2014): 413440.Google Scholar
Biesta, G.Educational Leadership for What? An Educational Examination.” In The Wiley International Handbook of Educational Leadership, edited by Waite, D. and Bogotch, I., 1527. New York: John Wiley & Sons, 2017.Google Scholar
Boyte, H. C.Populism: Bringing Culture Back In.” The Good Society 21, no. 2 (2012): 300319.Google Scholar
Carter, P., and Merry, M.. Wall to Wall: Examining the Ecology of Racial and Education Inequality with Research. Washington, DC: Spencer Foundation, December 2021.Google Scholar
Csaky, Z. “Nations in Transit 2021: The Antidemocratic Turn.” Freedom House, 2021. https://freedomhouse.org/sites/default/files/2021-04/NIT_2021_final_042321.pdf.Google Scholar
Diliberti, M. K., and Schwartz, H.. “District Leaders’ Concerns about Mental Health and Political Polarization in Schools.” RAND Corporation, 2022. www.rand.org/pubs/research_reports/RRA956-8.html.Google Scholar
Economist Intelligence. The Democracy Index 2021: The China Challenge. New York: Economist Intelligence, 2022.Google Scholar
Furman, G. C.The Ethic of Community.” Journal of Educational Administration 42, no. 2 (2004): 215235.Google Scholar
Glaude, E. Jr. Democracy in Black: How Race Still Enslaves the American Soul. New York: Broadway Books, 2017.Google Scholar
Gunzenhauser, M. G. The Active/Ethical Professional: A Framework for Responsible Educators. New York: Continuum International, 2012.Google Scholar
Kamenetz, A. “The Education Culture War Is Raging. But for Most Parents, It’s Background Noise.” National Public Radio, April 29, 2022. www.npr.org/2022/04/29/1094782769/parent-poll-school-culture-wars.Google Scholar
Keena, J. A., Latner, M., McGann, A. J., and Smith, C. A.. Gerrymandering the States: Partisanship, Race, and the Transformation of American Federalism. New York: Cambridge University Press, 2021.Google Scholar
Knight Abowitz, K.Reclaiming Community.” Educational Theory 49, no. 2 (1999): 143159.Google Scholar
Knight Abowitz, K., and Sellers, K. M.. “Pragmatist Thinking for a Populist Moment: Contingency and Re-Valuing in Education Governance.” September 2021. Ohio Valley Philosophy of Education Society, Nashville, IN.Google Scholar
Knight Abowitz, K., with Thompson, S. R.. Publics for Public Schools: Democracy, Legitimacy, and Leadership. New York: Routledge, 2014.Google Scholar
Laclau, E. On Populist Reason. London: Verso, 2005.Google Scholar
Levesque, B. “Arizona Bill Passes: Parents Can Sue Teachers for ‘Usurping’ Parental Rights.” Los Angeles Blade, April 20, 2011.Google Scholar
Lewis, A. E., and Diamond, J. D.. Despite the Best Intentions: How Racial Inequality Thrives in Good Schools. New York: Oxford University Press, 2015.Google Scholar
McGlone, D., and Needham, E.. “The Most Gerrymandered States Ranked by Efficiency Gap and Seat Advantage.” Azavea, July 19, 2019. www.azavea.com/blog/2017/07/19/gerrymandered-states-ranked-efficiency-gap-seat-advantage/.Google Scholar
Mouffe, C. For a Left Populism. New York: Verso, 2018.Google Scholar
Nordgren, R. D.Age of Turmoil: Surging Nativist Populism and Its Possible Impact on Public Education.” Educational Leadership and Administration: Teaching and Program Development 28 (2017): 115.Google Scholar
Overholser Keohane, N.Leadership, Equality and Democracy.” Daedalus 145, no. 3 (2016): 820.Google Scholar
Pappas, G. F. John Dewey’s Ethics: Democracy as Experience. Bloomington: Indiana University Press, 2008.Google Scholar
Pendharkar, E.Efforts to Ban Critical Race Theory Now Restrict Teaching for a Third of America’s Kids.” Education Week 41, no. 21 (February 9, 2002).Google Scholar
Petersen, A. Works Righteousness: Material Practice in Ethical Theory. New York: Oxford University Press, 2021.Google Scholar
Politkoff, M., Silver, D., Rapaport, A., Saavedra, A., and Garland, M.. A House Divided?: What Americans Really Think about Controversial Topics in Schools. Los Angeles: University of Southern California Press, 2022.Google Scholar
Repucci, S., and Slipowitz, A.. “Freedom in the World 2022: The Global Expansion of Authoritarian Rule.” Freedom House, 2022. https://freedomhouse.org/report/freedom-world/2022/global-expansion-authoritarian-rule.Google Scholar
Sant, E. Political Education in Times of Populism: Towards a Radical Democratic Education. Manchester: Springer, 2021.Google Scholar
Shapiro, J. P., and Gross, Steven Jay. Ethical Educational Leadership in Turbulent Times: (Re)solving Moral Dilemmas. New York: Lawrence Erlbaum, 2008.Google Scholar
Shields, C. M. Transformative Leadership in Education: Equitable Change in an Uncertain and Complex World. New York: Routledge, 2013.Google Scholar
Simpson, D. J., and Sacken, D.. Ethical Dilemmas in Schools: Collaborative Inquiry, Decision-Making, and Action. New York: Cambridge University Press, 2020.Google Scholar
Starratt, R. J. Ethical Leadership. San Francisco: Jossey-Bass, 2004.Google Scholar
Starratt, R. J.Ethics and Social Justice: Strangers Passing in the Night?” In International Handbook of Educational Leadership, edited by Bogotch, I. and Shields, C. M., 6780. New York: Springer International Handbooks of Education, 2014.Google Scholar
Stitzlein, S. M. American Public Education and the Responsibility of Its Citizens: Supporting Democracy in the Age of Accountability. New York: Oxford University Press, 2017.Google Scholar
Stitzlein, S. M. Learning How to Hope: Reviving Democracy through Our Schools and Civil Society. New York: Oxford University Press, 2019.Google Scholar
Strike, K. Ethical Leadership in Schools: Creating Community in an Environment of Accountability. New York: Corwin Press, 2006.Google Scholar
Talisse, R. B. Overdoing Democracy: Why We Must Put Politics in Its Place. New York: Oxford University Press, 2019.Google Scholar
Tenuto, P. L., and Gardiner, M. E.. “Interactive Dimensions for Leadership: An Integrative Literature Review and Model to Promote Ethical Leadership Praxis in a Global Society.” International Journal of Leadership in Education: Theory and Practice 21, no. 5 (2017): 593607.Google Scholar
West, C. Democracy Matters: Winning the Fight against Imperialism. New York: Penguin, 2004.Google Scholar
West, C. Prophetic Thought in Postmodern Times. Monroe, ME: Common Courage Press, 1993.Google Scholar
Young, I. M. Inclusion and Democracy. New York: Oxford University Press, 2000.Google Scholar

Bibliography

Adloff, Frank, and Caillé, Alain. “Convivial Futures? An Introduction.” In Convivial Futures: Views from a Post-Growth Tomorrow, edited by Adloff, Frank and Caillé, Alain, 918. Bielefeld: Transcript Verlag, 2022.Google Scholar
Alphandéry, C., Ancel, G., Araujo, A. M., Attias-Donfut, C., Azam, G., Belkaïd, A., et al. Convivialist Manifesto: A Declaration of Interdependence, translated by M. Clarke. Duisburg: Käte Hamburger Kolleg/Centre for Global Cooperation Research, 2014 [2013]. www.gcr21.org/publications/gcr/global-dialogues/convivialist-manifesto-a-declaration-of-interdependence.Google Scholar
Biesta, Gert. “What Is the Educational Task? Arousing the Desire for Wanting to Exist in the World in a Grown-Up Way.” Pedagogía y Saberes 50 (2019): 5161.Google Scholar
Biesta, Gert, and Säfström, Carl Anders. “A Manifesto for Education.” Policy Futures in Education 9, no. 5 (2011): 540547.Google Scholar
Caillé, Alain. “Once upon a Time … There Will Be a Convivial Desire.” In Convivial Futures: Views from a Post-Growth Tomorrow, edited by Adloff, Frank and Caillé, Alain, 183191. Bielefeld: Transcript Verlag, 2022.Google Scholar
Callahan, Manuel. “Insurgent Learning and Convivial Research: Universidad de la Tierra, Califas.” In Pedagogy, Otherwise: The Reader, edited by Pomarico, Alessandra, 92113. Guelph: Artseverywhere/Musagetes, 2018.Google Scholar
Cassidy, John. “Can We Have Prosperity without Growth?” The New Yorker, February 3, 2020. www.newyorker.com/magazine/2020/02/10/can-we-have-prosperity-without-growth.Google Scholar
Convivialist International. “The Second Convivialist Manifesto: Towards a Post-Neoliberal World.” Civic Sociology 1, no. 1 (2020). https://doi.org/10.1525/001c.12721.Google Scholar
Esteva, Gustavo. “Special Feature: Colonialism, Development, & Educational Rights: A ‘Dialogue under the Storm.’International Journal of Human Rights Education 2, no. 1 (2018). https://repository.usfca.edu/ijhre/vol2/iss1/1/.Google Scholar
Esteva, Gustavo. “Time to Enclose the Enclosers with Marx and Illich.” The International Journal of Illich Studies 4, no. 1 (2015): 7096.Google Scholar
Gordon, Myron J., and Rosenthal, Jeffrey S.. “Capitalism’s Growth Imperative.” Cambridge Journal of Economics 27 (2003): 2548.CrossRefGoogle Scholar
Hernandez, Ricardo J., Miranda, Constanza, and Goñi, Julian. “Empowering Sustainable Consumption by Giving Back to Consumers the ‘Right to Repair.’Sustainability 12, no. 3 (2020): 850. https://doi.org/10.3390/su12030850.Google Scholar
Horwitz, Wendy A.Developmental Origins of Environmental Ethics: The Life Experiences of Activists.” Ethics & Behavior 6, no. 1 (1996): 2953.Google Scholar
Illich, Ivan. Deschooling Society. London: Marion Boyars, 1970.Google Scholar
Illich, Ivan. Tools for Conviviality. London: Marion Boyars, 1973.Google Scholar
Jones, Alexander H.What Is an Educational Good? Theorising Education as Degrowth.” Journal of Philosophy of Education 55, no. 1 (2021): 524.Google Scholar
Levinas, Emmanuel. “Is Ontology Fundamental?Philosophy Today 33, no. 2 (1989): 121129.Google Scholar
Martin, Jane Roland. “The Ideal of the Educated Person.” Educational Theory 3, no. 2 (1981): 97109.Google Scholar
Martin, Jane Roland. “Renouncing Human Hubris and Reeducating Commonsense.” Studies in Philosophy and Education 36, no. 3 (2017): 283298.Google Scholar
Martins, Paulo Henrique. Critical Theory of Coloniality, translated by Maria Eduarda da Silva. London: Routledge, 2022 (2018).Google Scholar
Mokyr, Joel. A Culture of Growth: The Origins of the Modern Economy. Princeton, NJ: Princeton University Press, 2016.Google Scholar
Noddings, Nel. Caring: A Relational Approach to Ethics and Moral Education. Berkeley: University of California Press, 2013.Google Scholar
Noddings, Nel. Starting at Home: Caring and Social Policy. Berkeley: University of California Press, 2002.Google Scholar
Paoletta, Kyle. “Shrinking the Economy to Save the World.” The Nation, April 11, 2022. www.thenation.com/article/environment/degrowth-movement-economy/.Google Scholar
Peters, Richard S. Ethics and Education. London: Routledge, 2015 (1966).Google Scholar
Pratt, Michael W., Norris, Joan E., Alisat, Susan, and Bisson, Elise. “Earth Mothers (and Fathers): Examining Generativity and Environmental Concerns in Adolescents and Their Parents,” Journal of Moral Education 42, no. 1 (2013): 1227.Google Scholar
Puig de la Bellacasa, María. Matters of Care: Speculative Ethics in More Than Human Worlds. Minneapolis: University of Minnesota Press, 2017.Google Scholar
Pulcini, Elena. “Feminism and Convivialism.” In Convivial Futures: Views from a Post-Growth Tomorrow, edited by Adloff, Frank and Caillé, Alain, 3948. Bielefeld: Transcript Verlag, 2022.Google Scholar
Rancière, Jacques. The Ignorant Schoolmaster, translated by Kristin Ross. Stanford, CA: Stanford University Press, 1991.Google Scholar
Rodríguez, Encarnación Gutiérrez. “Creolising Conviviality: Thinking Relational Ontology and Decolonial Ethics through Ivan Illich and Édouard Glissant.” In Conviviality at the Crossroads: The Poetics and Politics of Everyday Encounters, edited by Hemer, Oscar, Frykman, Maja Povrzanović, and Ristilammi, Per-Markku, 105124. Cham: Palgrave Macmillan, 2020.Google Scholar
Ruitenberg, Claudia W.Barefoot in the Kitchen: New Materialism, Education, and Reproductive Labor.” In Philosophy of Education 2017, edited by Chinnery, Ann, 527540. Urbana, IL: Philosophy of Education Society, 2019.Google Scholar
Semuels, Alana. “Does the Economy Really Need to Keep Growing Quite So Much? Questioning a Basic Orthodoxy.” The Atlantic, November 4, 2016. www.theatlantic.com/business/archive/2016/11/economic-growth/506423/.Google Scholar
Shiva, Vandana. Seed Sovereignty, Food Security: Women in the Vanguard of the Fight against GMOs and Corporate Agriculture. Berkeley, CA: North Atlantic Books, 2016.Google Scholar
Spivak, Gayatri Chakravorty. “Righting Wrongs.” The South Atlantic Quarterly 103, nos. 2–3 (2004): 523581.Google Scholar
Thompson, Andrew James. “Growth and Degrowth: Dewey and Self-Limitation.” Educational Philosophy and Theory, 2022. https://doi.org/10.1080/00131857.2022.2033214.Google Scholar
Tronto, Joan C. Moral Boundaries: A Political Argument for an Ethic of Care. New York: Routledge, 1993.Google Scholar
Van Krieken, Robert, and Krygier, Martin, “Is Convivialism the Answer? Depends on the Question.” In Convivial Futures: Views from a Post-Growth Tomorrow, edited by Adloff, Frank and Caillé, Alain, 5566. Bielefeld: Transcript Verlag, 2022.Google Scholar

Bibliography

Allan, George. Modes of Learning: Whitehead’s Metaphysics and the Stages of Education. Albany: State University of New York Press, 2012.Google Scholar
Auxier, Randall E.The Coming Revolution in (Higher) Education.” In Toward a Philosophy of Higher Education: Contemporary Philosophical Proposals for the University, edited by Stoller, Aaron and Kramer, Eli, 217260. New York: Palgrave Macmillan, 2018.Google Scholar
Barrett, William. Irrational Man: A Study in Existential Philosophy. New York: Anchor Books, 1962.Google Scholar
Bendau, Clifford P. Colin Wilson: The Outsider and Beyond. San Bernardino, CA: Borgo Press, 1979.Google Scholar
Boller, Megan. Feeling Power: Emotions and Education. London: Routledge, 1999.Google Scholar
Callard, Agnes. “Morning Bell.” Lapham’s Quarterly 14, no. 4 (Fall 2022): 2327.Google Scholar
Collins, James. The Existentialists: A Critical Study. Chicago: Henry Regency, 1952.Google Scholar
Cooper, David E. Existentialism: A Reconstruction, 2nd ed. Oxford: Wiley-Blackwell, 1999.Google Scholar
Dreyfus, Herbert L., and Wrathall, M.. A Companion to Phenomenology and Existentialism. Oxford: Wiley-Blackwell, 2006.Google Scholar
Garrison, Jim. “James’s Metaphysical Pluralism, Spirituality, and Overcoming Blindness to Diversity in Education.” In William James and Education, edited by Garrison, Jim, Podeschi, Ron, and Bredo, Eric, 2741. New York: Teachers College Press, 2002.Google Scholar
Gines, Kathryn T.At the Intersections: Existentialism, Critical Philosophies of Race, and Feminism.” In The Routledge Companion to the Philosophy of Race, edited by Taylor, Paul C., Alcoff, Linda, and Anderson, Luvell, 88101. New York: Routledge, 2018.Google Scholar
Gordon, Lewis. Black Existentialism and Decolonizing Knowledge: Writings of Lewis R. Gordon. London: Bloomsbury, 2023.Google Scholar
Gordon, Lewis. Existence in Black: An Anthology of Black Existential Philosophy. New York: Routledge, 1997.Google Scholar
Gordon, Lewis. Existentia Africana: Understanding African Existentialist Thought. New York: Routledge, 2000.Google Scholar
Grayling, A. C. Ideas That Matter: The Concepts That Shape the 21st Century. New York: Basic Books, 2010.Google Scholar
Huizinga, Johan. Homo Ludens: A Study of the Play-Element in Culture. Kettering, OH: Angelico Press, 2016. First published in 1938.Google Scholar
Husserl, Edmund. Phenomenology and the Crisis of Philosophy, translated by Quentin Lauer. New York: Harper & Row, 1964.Google Scholar
Jaspers, Karl. Existentialism and Humanism: Three Essays, translated by E. B. Ashton. New York: R. F. Moore, 1952.Google Scholar
Lorde, Audre. Sister Outsider: Essays and Speeches. Berkeley, CA: Crossing Press, 2007.Google Scholar
Lorde, Audre. Zami: A New Spelling of My Name. New York: Crossing Press, 1983.Google Scholar
Nietzsche, Friedrich. Anti-Education: On the Future of our Educational Institutions, translated by Damon Searls, edited by Reitter, Paul. New York: New York Review of Books Series, 2015.Google Scholar
Roberts, Julian. The Logic of Reflection: German Philosophy in the Twentieth Century. New Haven, CT: Yale University Press, 1992.Google Scholar
Sartre, Jean. Existentialism and Humanism, translated by Phillip Mairet. London: Methuen, 1973.Google Scholar
Simons, Margaret. Beauvoir and the Second Sex: Feminism, Race, and the Origins of Existentialism. Lanham, MD: Rowman & Littlefield, 1999.Google Scholar
Waldinger, Robert, and Schulz, Marc. The Good Life: Lessons from the World’s Longest Scientific Study of Happiness. New York: Simon & Schuster, 2023.Google Scholar
Weigel, John A. Colin Wilson. Boston: Twayne Publishers, 1975.Google Scholar
Whitehead, Alfred North. The Aims of Education and Other Essays. New York: Free Press, 1967. First published in 1929.Google Scholar
Whitehead, Alfred North. Essays in Science and Philosophy. New York: Philosophical Library 1948.Google Scholar
Whitehead, Alfred North. The Function of Reason. New York: Free Press, 1929.Google Scholar
Whitehead, Alfred North. Process and Reality: An Essay in Cosmology, corrected ed., edited by Griffin, David Ray and Sherburne, Donald. New York: Free Press, 1978. First published in 1929.Google Scholar
Wilkinson, Alec. A Divine Language: Learning Algebra, Geometry, and Calculus at the Edge of Old Age. New York: Farrar, Straus and Giroux, 2022.Google Scholar
Wilson, Colin. Alien Dawn: A Classic Investigation into the Contact Experience. New York: Fromm International, 1998.Google Scholar
Wilson, Colin. The Angry Years: The Rise and Fall of the Angry Young Man. London: Robson, 2007.Google Scholar
Wilson, Colin. Introduction to the New Existentialism (Outsider Cycle). London: First Aristeia Press, 2019. First published in 1966.Google Scholar

Bibliography

Allport, Gordon. The Nature of Prejudice. New York: Basic Books, 1979. First published in 1954.Google Scholar
Blum, Lawrence. “Antiracist Civic Education in the California History-Social Science Framework.” In Public Education in a Multicultural Society: Policy, Theory, Critique, edited by Fullinwider, Robert K., 2348. New York: Cambridge University Press, 1996.Google Scholar
Blum, Lawrence. “I’m Not a Racist, But…”: The Moral Quandary of Race. Ithaca, NY: Cornell University Press, 2002.Google Scholar
Blum, Lawrence. “Stereotypes and Stereotyping: A Moral Analysis.” Philosophical Papers 33, no. 1 (2004): 251290. doi: 10.1080/05568640409485143.Google Scholar
Blum, Lawrence, and Burkholder, Zoë. Integrations: The Struggle for Racial Equality and Civic Renewal in Public Education. Chicago: University of Chicago Press, 2021.Google Scholar
Buchanan, Larry, Bui, Quoctrung, and Patel, Jugal K.. “Black Lives Matter May Be the Largest Movement in U.S. History.” New York Times, July 3, 2020. www.nytimes.com/interactive/2020/07/03/us/george-floyd-protests-crowd-size.html.Google Scholar
Cashin, Sheryll. The Perils of Integration: How Race and Class Are Undermining the American Dream. New York: Public Affairs, 2005.Google Scholar
Du Bois, W. E. B. Souls of Black Folk. New York: Dover Thrift Edition, 2016. First published 1903.Google Scholar
Gordon, Lewis. “Critical Reflections on Three Popular Tropes in the Study of Whiteness.” In What White Looks Like: African American Philosophers on the Whiteness Question, edited by Yancy, George, 189210. New York: Routledge, 2004.Google Scholar
King, Martin Luther Jr.The Ethical Demands for Integration.” In A Testament of Hope: The Essential Writings and Speeches of Martin Luther King, Jr., edited by Washington, J. M., 117120. San Francisco: Harper Collins, 1986.Google Scholar
McGhee, Heather. The Sum of Us: What Racism Costs Everyone and How We Can Prosper Together. New York: One World, 2021.Google Scholar
Michael, Ali. Raising Race Questions: Whiteness and Inquiry in Education. New York: Teachers College Press, 2015.Google Scholar
Nucci, Larry, and Ilten-Gee, Robyn. Moral Education for Social Justice. New York: Teachers College Press, 2021.Google Scholar
Paley, Vivian Gussin. White Teacher, 2nd ed. Cambridge, MA: Harvard University Press, 2000.Google Scholar
Rothstein, Richard. The Color of Law: A Forgotten History of How Our Government Segregated America. New York: Liveright, 2018.Google Scholar
Sundstrom, Ron. “The Prophetic Tension between Race Consciousness and the Ideal of Color-Blindness.” In To Shape a New World: Essays on the Political Philosophy of Martin Luther King, Jr., edited by Shelby, Tommy and Terry, Brandon M., 127145. Cambridge, MA: Belknap/Harvard University Press, 2018.Google Scholar
Thompson, Winston. “Racial Identity Formation and Antiracist Education.” In Handbook of Philosophy of Education, edited by Curren, Randall, 377389. New York: Routledge, 2023.Google Scholar
Wheeler-Bell, Quentin. “Racial Domination in Education.” In Handbook of Philosophy of Education, edited by Curren, Randall, 270282. New York: Routledge, 2023.Google Scholar
Wolfe-Rocca, Ursula, and Nold, Christine. “Why the Narrative That Critical Race Theory ‘Makes White Kids Feel Guilty’ Is a Lie.” Hechinger Report, August 2, 2022. https://hechingerreport.org/opinion-why-the-narrative-that-critical-race-theory-makes-white-kids-feel-guilty-is-a-lie/.Google Scholar
Young, Iris Marion. Responsibility for Justice. New York: Oxford University Press, 2021.Google Scholar
Zimmerman, Jonathan. Whose America?: Culture Wars in the Public Schools, 2nd edition. Cambridge, MA: Harvard University Press, 2002.Google Scholar

Bibliography

Antrop‐González, René, and De Jesús, Anthony. “Toward a Theory of Critical Care in Urban Small School Reform: Examining Structures and Pedagogies of Caring in Two Latino Community‐Based Schools.” International Journal of Qualitative Studies in Education 19, no. 4 (2006): 409433. https://doi.org/10.1080/09518390600773148.Google Scholar
Beauboeuf-Lafontant, Tamara. “A Womanist Experience of Caring: Understanding the Pedagogy of Exemplary Black Women Teachers.” The Urban Review 34, no. 1 (2002): 7186. https://doi.org/10.1023/A:1014497228517.Google Scholar
Buber, Martin. Between Man and Man, translated by Maurice Friedman. New York: Routledge, 2002.Google Scholar
Buber, Martin. Education (1926). In Between Man and Man, by Martin Buber, translated by Maurice Friedman. New York: Routledge, 2002.Google Scholar
Buber, Martin. I and Thou, translated by Ronald-Gregor Smith. Edinburgh: T & T Clark, 1937.Google Scholar
Cole, Teju. “The White-Savior Industrial Complex.” The Atlantic, March 21, 2012. www.theatlantic.com/international/archive/2012/03/the-white-savior-industrial-complex/254843/.Google Scholar
Engster, Daniel. Justice, Care, and the Welfare State. New York: Oxford University Press, 2015.Google Scholar
Engster, Daniel, and Hamington, Maurice, eds. Care Ethics and Political Theory. New York: Oxford University Press, 2015.Google Scholar
Fisher, Bernice, and Tronto, Joan C.. “Toward a Feminist Theory of Caring.” In Circles of Care: Work and Identity in Women’s Lives, edited by Abel, Emily K. and Nelson, Margaret K., 3654. Albany: SUNY Press, 1990.Google Scholar
Fraser-Burgess, Sheron. “Accountability and Troubling the Caring Ideal in the Classroom: A Call to Teacher Citizenry.” Educational Studies 56, no. 5 (2020): 456481. https://doi.org/10.1080/00131946.2020.1799216.Google Scholar
Friedman, Maurice. “Introduction.” In Martin Buber, Between Man and Man, xixx, translated by Maurice Friedman. New York: Routledge, 2002.Google Scholar
Gilligan, Carol. In a Different Voice: Psychological Theory and Women’s Development. Cambridge, MA: Harvard University Press, 1982.Google Scholar
Hamington, Maurice, and Flower, Michael A.. “Introduction: A Care Movement Born of Necessity.” In Care Ethics in the Age of Precarity, edited by Hamington, Maurice and Flower, Michael A., 118. Minneapolis: University of Minnesota Press, 2021.Google Scholar
Held, Virginia. The Ethics of Care: Personal, Political, and Global. Oxford: Oxford University Press, 2006.Google Scholar
Howard, Tyrone. C. Why Race and Culture Matter in Schools: Closing the Achievement Gap in America’s Classrooms. New York: Teachers College Press, 2014.Google Scholar
Kittay, Eva Feder. “Caring for the Long Haul: Long-Term Care Needs and the (Moral) Failure to Acknowledge Them.” International Journal of Feminist Approaches to Bioethics 6, no. 2 (2013): 6688. https://doi.org/10.3138/ijfab.6.2.66.Google Scholar
Kittay, Eva Feder. “The Ethics of Care, Dependence, and Disability.” Ratio Juris 24, no. 1 (2011): 4958. https://doi.org/10.1111/j.1467-9337.2010.00473.x.Google Scholar
Kittay, Eva Feder. Learning from My Daughter: The Value and Care of Disabled Minds. New York: Oxford University Press, 2019.Google Scholar
Kittay, Eva Feder. Love’s Labor: Essays on Women, Equality and Dependence. New York: Routledge, 1999.Google Scholar
Kumashiro, Kevin K. Troubling Education: “Queer” Activism and Anti-Oppressive Pedagogy. New York: Routledge, 2002.Google Scholar
dir.LaGravenese, Richard 2007. Freedom Writers. Paramount Pictures.Google Scholar
Lugones, María. “Toward a Decolonial Feminism.” Hypatia 25, no. 4 (2010): 742759.Google Scholar
Matias, Cheryl E., and Zembylas, Michalinos. “‘When Saying You Care Is Not Really Caring’: Emotions of Disgust, Whiteness Ideology, and Teacher Education.” Critical Studies in Education 55, no. 3 (2014): 319337. https://doi.org/10.1080/17508487.2014.922489.Google Scholar
Noddings, Nel. “Care Ethics and ‘Caring’ Organizations.” In Care Ethics and Political Theory, edited by Engster, Daniel and Hamington, Maurice, 7284. New York: Oxford University Press, 2015. https://doi.org/10.1093/acprof:oso/9780198716341.003.0005.Google Scholar
Noddings, Nel. “The Caring Relation in Teaching.” Oxford Review of Education 38, no. 6 (2012): 771781.Google Scholar
Noddings, Nel. “Caring as Relation and Virtue in Teaching.” In Working Virtue: Virtue Ethics and Contemporary Moral Problems, edited by Walker, Rebecca L. and Ivanhoe, Philip J., 4160. New York: Oxford University Press, 2007.Google Scholar
Noddings, Nel. Caring: A Relational Approach to Ethics and Moral Education, 2nd ed. Berkeley: University of California Press, 2013.Google Scholar
Noddings, Nel. “Educational Leaders as Caring Teachers.” School Leadership & Management 26, no. 4 (2006): 339345. https://doi.org/10.1080/13632430600886848.Google Scholar
Noddings, Nel. “Identifying and Responding to Needs in Education.” Cambridge Journal of Education 35, no. 2 (2005): 147159. https://doi.org/10.1080/03057640500146757.Google Scholar
Noddings, Nel. A Richer, Brighter Vision for American High Schools. Cambridge: Cambridge University Press, 2015.Google Scholar
Noddings, Nel. Starting at Home: Caring and Social Policy. Berkeley: University of California Press, 2002.Google Scholar
Picower, Bree. “The Unexamined Whiteness of Teaching: How White Teachers Maintain and Enact Dominant Racial Ideologies.” Race Ethnicity and Education 12, no. 2 (2009): 197215. https://doi.org/10.1080/13613320902995475.Google Scholar
Rivera-McCutchen, Rosa L.‘We Don’t Got Time for Grumbling’: Toward an Ethic of Radical Care in Urban School Leadership.” Educational Administration Quarterly 57, no. 2 (2021): 257289. https://doi.org/10.1177/0013161X20925892.Google Scholar
Roberts, Mari Ann. “Toward a Theory of Culturally Relevant Critical Teacher Care: African American Teachers’ Definitions and Perceptions of Care for African American Students.” Journal of Moral Education 39, no. 4 (2010): 449467. https://doi.org/10.1080/03057241003754922.Google Scholar
Rolón-Dow, Rosalie. “Critical Care: A Color(Full) Analysis of Care Narratives in the Schooling Experiences of Puerto Rican Girls.” American Educational Research Journal 42, no. 1 (2005): 77111. https://doi.org/10.3102/00028312042001077.Google Scholar
Ruddick, Sara. “Maternal Thinking.” Feminist Studies 6, no. 2 (1980): 342367. https://doi.org/10.2307/3177749.Google Scholar
Shalhoub-Kevorkian, Nadera. “Palestinian Feminist Critique and the Physics of Power: Feminists between Thought and Practice.” Feminists@law 4, no. 1 (2014). https://doi.org/10.22024/UniKent/03/fal.108.Google Scholar
Simpson, Leanne. As We Have Always Done: Indigenous Freedom through Radical Resistance. Minneapolis: University of Minnesota Press, 2017.Google Scholar
Slote, Michael. The Ethics of Care and Empathy. New York: Routledge, 2007.Google Scholar
Spivak, Gayatri Chakravorty. “The Rani of Sirmur: An Essay in Reading the Archives.” History and Theory 24, no. 3 (1985): 247. https://doi.org/10.2307/2505169.Google Scholar
Straubhaar, Rolf. “Will You Commit Class Suicide with Me?” OpenDemocracy, August 14, 2015. www.opendemocracy.net/en/transformation/will-you-commit-class-suicide-with-me/.Google Scholar
Taie, Soheyla, and Goldring, Rebecca. Characteristics of Public and Private Elementary and Secondary School Teachers in the United States: Results from the 2017–18 National Teacher and Principal Survey. NCES 2020142REV. National Center for Education Statistics, 2020. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2020142REV.Google Scholar
Tamale, Sylvia. Decolonization and Afro-Feminism. Ottawa: Daraja Press, 2020.Google Scholar
Thompson, Audrey. “Not the Color Purple: Black Feminist Lessons for Educational Caring.” Harvard Educational Review 68, no. 4 (1998): 522555. https://doi.org/10.17763/haer.68.4.nm436v83214n5016.Google Scholar
Tronto, Joan C. Moral Boundaries: A Political Argument for an Ethic of Care. New York: Routledge, 1993.Google Scholar
Valenzuela, Angela. Subtractive Schooling: U.S.-Mexican Youth and the Politics of Caring. Albany: SUNY Press, 1999.Google Scholar
Waite, Shannon. “A Critical Look at the White Savior Character in Urban Education.” Medium, April 17, 2018. https://medium.com/@shannonlwaite/a-critical-look-at-the-white-savior-character-in-urban-education-93ab4a58491a.Google Scholar
Wolfe, Patrick. “Purchase by Other Means: The Palestine Nakba and Zionism’s Conquest of Economics.” Settler Colonial Studies 2, no. 1 (2012): 133171. https://doi.org/10.1080/2201473X.2012.10648830.Google Scholar

Bibliography

Alzola, Miguel. “Virtue, Rightness, and Virtuous Actions.” Business Ethics Quarterly 23, no. 5 (2015): 287318.Google Scholar
Alzola, Miguel, Hennig, Alicia, and Romar, Edward. “Thematic Symposium Editorial: Virtue Ethics between East and West.” Journal of Business Ethics 165, no. 3 (2020): 177189.Google Scholar
Brown, Michael E., and Treviño, Linda K.. “Ethical Leadership: A Review and Future Directions.” The Leadership Quarterly 17 (2006): 595616.Google Scholar
Brown, Valeria, and Olson, Kirsten. The Mindful School Leader: Practices to Transform Your Leadership and School. Thousand Oaks, CA: Corwin, 2015.Google Scholar
Buller, Jeffrey L. Mindful Leadership: An Insight-Based Approach to College Administration. Lanham, MD: Rowman & Littlefield, 2019.Google Scholar
Carr, David, and Steutel, Jan. “The Virtue Approach to Moral Education: Pointers, Problems and Prospects.” In Virtue Ethics and Moral Education, edited by Carr, D. and Steutel, J., 247261. London: Routledge, 1999.Google Scholar
Cissna, Kerri, and Schockman, Eric. “The Role of Mindfulness in Leadership, Followership, and Organizations.” In The Routledge Companion to Mindfulness at Work, edited by Dhiman, S. K., 546565. Oxon: Routledge, 2021.Google Scholar
Ciulla, Joanne B.The State of Leadership Ethics and the Work That Lies before Us.” Business Ethics: A European Review 14, no. 4 (2005): 323335.Google Scholar
Crossan, Mary, Mazutis, Daina, and Seijts, Gerard. “In Search of Virtue: The Role of Virtues, Values and Character Strengths in Ethical Decision Making.” Journal of Business Ethics 113 (2013): 567581.Google Scholar
Day, Christopher. “Beyond Transformational Leadership.” Educational Leadership (April 2000): 56–59.Google Scholar
Ehrich, Lisa C., Harris, Jessica, Klenowski, Val, Smeed, Judy, and Spina, Nerida. “The Centrality of Ethical Leadership.” Journal of Educational Administration 53, no. 2 (2015): 197214.Google Scholar
Hackett, Rick D., and Wang, Gordon. “Virtues and Leadership: An Integrating Conceptual Framework Founded in Aristotelian and Confucian Perspectives on Virtues.” Management Decision 50, no. 5 (2012): 868899.Google Scholar
Hackman, Heather W.Five Essential Components for Social Justice Education.” Equity & Excellence in Education 38, no. 2 (2005): 103109.Google Scholar
Jennings, Patricia A., Demauro, Anthony A., and Mischenko, Polina P.. “Where Are We Now? Where Are We Going? Preparing Our Students for an Uncertain Future.” In The Mindful School: Transforming School Culture through Mindfulness and Compassion, edited by Jennings, Patricia A., DeMauro, Anthony A., and Mischenko, Polina P., 313. New York: Guilford Press, 2019.Google Scholar
Kafa, Antonios, and Pashiardis, Petros. “Seeking Authenticity in School Leadership: The Interplay between Personal Values and Leadership Styles.” International Journal of Educational Management 35, no. 2 (2021): 440450.Google Scholar
Kearney, W. Sean, Kelsey, Cheryl, and Herrington, David. “Mindful Leaders in Highly Effective Schools: A Mixed-Method Application of Hoy’s M-Scale.” Educational Management Administration & Leadership 41, no. 3 (2013): 316335.Google Scholar
Knights, David, and Majella, O’Leary. “Leadership, Ethics and Responsibility to the Other.” Journal of Business Ethics 67, no. 2, (2006): 125137.Google Scholar
Lawhead, William F. The Philosophical Journey: An Interactive Approach, 5th ed. New York: McGraw-Hill, 2003.Google Scholar
Levey, J., and Levey, M.. “Mindful Leadership for Personal and Organizational Resilience.” Clinical Radiology 74, no. 10 (2019): 739745.Google Scholar
Maile, Andrew, Ritzenthaler, Sarah, Thompson, Aidan, and Kristjánsson, Kristján. “Professional Policing and the Role of Autonomy and Discretion in Decision Making: A Qualitative Study from a Virtue Ethical Perspective.” Policing: A Journal of Policy and Practice, online first version, 2022: 1–17. https://doi.org/10.1093/police/paac086Google Scholar
Masood, Huda, and Karajovic, Stefan. “Workplace Mindfulness: The Role of Human Resource Management in Engendering a Mindful Workplace.” In The Routledge Companion to Mindfulness at Work, edited by Dhiman, Satinder K., 266279. Oxon: Routledge, 2021.Google Scholar
McKnight, Douglas. “An Inquiry of NCATE’s Move into Virtue Ethics by Way of Dispositions (Is This What Aristotle Meant?).” Educational Studies 35, no. 3 (2004): 212230.Google Scholar
Morales-Sánchez, Rafael, and Cabello-Medina, Carmen. “The Role of Four Universal Moral Competencies in Ethical Decision-Making.” Journal of Business Ethics 116, no. 4 (2013): 717734.Google Scholar
OECD. “Students’ Well-Being: What It Is and How It Can Be Measured.” In PISA 2015 Results, vol. 3: Students’ Well-Being. Paris: OECD Publishing. 2017.Google Scholar
Palanski, Michael E., and Yammarino, Francis J.. “Integrity and Leadership: A Multi-Level Conceptual Framework.” Leadership Quarterly 20, no. 3 (2009): 405420.Google Scholar
Randerson, Anne, and Pillai, Rajnandini. “Management Education in Turbulent Times: Mindfulness in the Classroom.” In The Routledge Companion to Mindfulness at Work, edited by Dhiman, Satinder K., 316321. Oxon: Routledge, 2021.Google Scholar
Riggio, Ronald E., Zhu, Weichun, Reina, Christopher, and Maroosis, James A.. “Virtue-Based Measurement of Ethical Leadership: The Leadership Virtues Questionnaire.” Consulting Psychology Journal: Practice and Research 62, no. 4 (2010): 235250.Google Scholar
Ryan, Richard M., and Deci, Edward L.. “On Happiness and Human Potentials: A Review of Research on Hedonic and Eudaimonic Well-Being.” Annual Review of Psychology 52 (2001): 141166.Google Scholar
Sama, Linda M. and Victoria, Shoaf. “Ethical Leadership for the Professions: Fostering a Moral Community.” Journal of Business Ethics 78, nos. 1–2 (2008): 3946.Google Scholar
Schwartz, Mark. “Ethical Decision-Making Theory: An Integrated Approach.” Journal of Business Ethics 139, no. 4 (2016): 755776.Google Scholar
Seigle, Pamela, Wood, Chip, and Sankowski, Lisa. “Turn and Listen: Strengthening Compassion and Leadership in the Adult Community in Schools.” In The Mindful School: Transforming School Culture through Mindfulness and Compassion, edited by Jennings, Patricia A., DeMauro, Anthony A., and Mischenko, Polina P., 5977. New York: Guilford Press, 2019Google Scholar
Shanahan, Kevin J., and Hyman, Michael R.. “The Development of a Virtue Ethics Scale.” Journal of Business Ethics 42, no. 2 (2003): 197208.Google Scholar
Shapiro, Joan, and Stefkovich, Jacqueline. Ethical Leadership and Decision Making in Education, 2nd ed. Mahwah, NJ: Lawrence Erlbaum, 2005.Google Scholar
Small, Cherise, and Lew, Charlene. “Mindfulness, Moral Reasoning and Responsibility: Towards Virtue in Ethical Decision-Making.” Journal of Business Ethics 169, no. 1 (2021): 103117.Google Scholar
Starratt, Robert J. Building an Ethical School. London: Falmer Press, 1994.Google Scholar
Starratt, Robert J.Responsible Leadership.” The Educational Forum 69, no. 2 (2005): 124133.Google Scholar
Stefkovich, Jacqueline, and Begley, Paul T.. “Ethical School Leadership: Defining the Best Interests of Students.” Educational Management Administration Leadership 35, no. 2 (2007): 205224.Google Scholar
Steidle, Gretchen K. “Within: How Mindfulness Drives Effective Leadership and Social Innovation.” Leader to Leader (Winter 2008): 33–38.Google Scholar
Steutel, Jan, and Carr, David. “Virtue Ethics and the Virtue Approach to Moral Education.” In Virtue Ethics and Moral Education, edited by Carr, David and Steutel, Jan, 318. London: Routledge, 1999.Google Scholar
Sutcliffe, Kathleen M., and Vogus, Timothy J.. “Organising for Mindfulness.” In The Wiley Blackwell Handbook of Mindfulness, edited by Ie, Amanda, Ngnoumen, Christelle T., and Langer, Ellen J., 407423. Chichester: John Wiley & Sons, 2014.Google Scholar
Tan, Charlene. Confucian Philosophy for Contemporary Education. London: Routledge, 2020.Google Scholar
Tan, Charlene. Confucius. London: Bloomsbury, 2013.Google Scholar
Tan, Charlene. “Confucius and Langerian Mindfulness.” Educational Philosophy and Theory 53, no. 9 (2021): 931940.Google Scholar
Tan, Charlene. Mindful Education: Insights from Confucian and Christian traditions. Singapore: Springer, 2021.Google Scholar
Tan, Charlene. Mindful Leadership for Schools. London: Bloomsbury, 2023.Google Scholar
Tan, Charlene. “Mindfulness and Morality: Educational Insights from Confucius.” Journal of Moral Education 50, no. 3 (2021): 356367.Google Scholar
Treviño, Linda, Brown, Michael, and Hartman, Laura. “A Qualitative Investigation of Perceived Executive Ethical Leadership: Perceptions from Inside and Outside the Executive Suite.” Human Relations 6, no. 1 (2003): 537.Google Scholar
Van Norden, Bryan W.Toward a Synthesis of Confucianism and Aristotelianism.” In Virtue Ethics and Confucianism, edited by Angle, Stephen C. and Slote, Michael, 5665. New York: Routledge, 2013.Google Scholar
Walkinshaw, Therese. “Conversation in Mindfulness: Leading Self to Lead Others.” In Management Education in Turbulent Times: Mindfulness in the Classroom, edited by Randerson, Anne and Pillai, Rajnandini, 189200. Oxon: Routledge, 2021.Google Scholar
Weare, Katherine. “Evidence for Mindfulness: Impacts on the Wellbeing and Performance of School Staff.” http://mindfulnessinschools.org/wpcontent/uploads/2014/10/Evidence-for-Mindfulness-Impact-on-school-staff.pdf.Google Scholar
Wells, Caryn M.Conceptualising Mindful Leadership in Schools: How the Practice of Mindfulness Informs the Practice of Leading.” NCPEA Education Leadership Review of Doctoral Research 2, no. 1 (2015): 123.Google Scholar
Whang, Nai-Ying. “The Virtue of School Leadership: Three Paths to Fulfilling Value Forms.” SAGE Open (January–March 2021): 1–13.Google Scholar
Whetstone, J. Thomas. “How Virtue Fits within Business Ethics.” Journal of Business Ethics 33, no. 2 (2001): 101114.Google Scholar
Wilson, Michael. “Critical Reflection on Authentic Leadership and School Leader Development from a Virtue Ethical Perspective.” Educational Review 66, no. 4 (2014): 482496.Google Scholar

Bibliography

Assmann, Jan. The Mind of Egypt: History and Meaning in the Time of the Pharaohs, translated by Andrew Jenkins. New York: Henry Holt, 1996.Google Scholar
Bingham, Charles. “What Nietzsche Cannot Stand about Education: Toward a Pedagogy of Self-Formulation.” Educational Theory 51, no. 3 (2001): 337352.Google Scholar
Bjørkvold, Tuva, and Ryen, Erik. “Exploring the Perceived Learning of ‘Students as Researchers’ through Two Theoretical Lenses.” Journal of Curriculum Studies 53, no. 6 (2021): 784801. https://doi.org/10.1080/00220272.2021.1881168.Google Scholar
Blake, Nigel, Smeyers, Paul, Smith, Richard, and Stanish, Paul. Education in an Age of Nihilism: Education and Moral Standards. New York: Routledge, 2012.Google Scholar
Bowen, William G. Higher Education in the Digital Age. Princeton, NJ: Princeton University Press, 2013.Google Scholar
Brister, Evelyn, and Frodeman, Robert. A Guide to Field Philosophy: Case Studies and Practical Strategies. New York: Routledge, 2020.Google Scholar
Cooper, David. Authenticity and Learning: Nietzsche’s Educational Philosophy. New York: Routledge, 2010.Google Scholar
Darwin, Charles. The Origin of Species by Means of Natural Selection, or The Preservation of Favored Races in the Struggle for Life; The Descent of Man and Selection in Relation to Sex. New York: Modern Library, 1936. First published in 1859.Google Scholar
Diop, Cheikh Anta. Civilization or Barbarism: An Authentic Anthropology, translated by Yaa-Lengi Meema Ngemi. Chicago: Lawrence Hill Books, 1991.Google Scholar
Du Bois, W. E. B. The Education of Black People: Ten Critiques, 1906–1960, edited by Aptheker, Herbert. New York: Monthly Review Press, 1973.Google Scholar
Elmesky, Rowhea, and Tobin, Kenneth. “Expanding Our Understandings of Urban Science Education by Expanding the Roles of Students as Researchers.” Journal of Research in Science Teaching 42, no. 7 (2005): 807828. https://doi.org/10.1002/tea.20079.Google Scholar
Englehardt, Elaine, and Pritchard, Michael S., eds. Ethics across the Curriculum: A Pedagogical Perspective. Cham: Springer, 2018.Google Scholar
Faulkner, Raymond O., trans. Ancient Egyptian Book of the Dead. New York: Barnes and Noble, 2005. First published in 1972.Google Scholar
Flanagan, Owen, “Pragmatism, Ethics, and Correspondence Truth: Response to Gibson and Quine.” Ethics 98, no. 3 (1988): 541549. https://doi.org/10.1086/292971.Google Scholar
Flanagan, Owen, “Quinean Ethics.” Ethics 93, no. 1 (1982): 5674. https://doi.org/10.1086/292405.Google Scholar
Frodeman, Robert. “Experiments in Field Philosophy.” November 23, 2010. https://opinionator.blogs.nytimes.com/2010/11/23/experiments-in-field-philosophy/.Google Scholar
Frodeman, Robert. “Philosophy Dedisciplined.” Synthese 190, no. 11 (2013): 19171936. doi 10.1007/s11229-012-0181-0.Google Scholar
Frodeman, Robert, and Briggle, Adam. Socrates Tenured: The Institutions of 21st-Century Philosophy. New York: Rowman and Littlefield, 2016.Google Scholar
Gardiner, Stephen M. A Perfect Moral Storm: The Ethical Tragedy of Climate Change. Oxford: Oxford University Press, 2011.Google Scholar
Goralnik, Lissy, Dobson, Tracy, and Paul, Michael. “Place-Based Care Ethics: A Field Philosophy Pedagogy.” Canadian Journal of Environmental Education 19 (2014): 180196.Google Scholar
Goralnik, Lissy, and Nelson, Michael. “Field Philosophy: From Dualism to Complexity through the Borderland.” Dialectical Anthropology 38, no. 4 (2014): 447463. doi: 10.1007/s10624-014-9346-1.Google Scholar
Graff, Gerald. Beyond the Culture Wars: How Teaching the Conflicts Can Revitalize American Education. New York: Norton, 1992.Google Scholar
Gregory, Maughn. “Ethics Education and the Practice of Wisdom.” Teaching Ethics 9, no. 2 (2009): 105130.Google Scholar
Gregory, Maughn. Philosophy for Children Practitioner Handbook. Montclair, NJ: Montclair State University, 2008.Google Scholar
Hawking, Stephen, and Mlodinow, Leonard. The Grand Design. New York: Bantam, 2010.Google Scholar
Hegel, Georg Wilhelm Friedrich. The Philosophy of History, translated by John Sibree. Mineola, NY: Dover, 1956. First published in 1899.Google Scholar
Held, Virginia. “Philosophy, Feminism, and Care.” Proceedings and Addresses: The American Philosophical Association 92 (2018): 133157.Google Scholar
Henrich, Joseph. The Secret of Our Success: How Culture Is Driving Human Evolution, Domesticating Our Species, and Making Us Smarter. Princeton, NJ: Princeton University Press, 2016.Google Scholar
Hornung, Erik. Akhenaten and the Religion of Light, translated by David Lorton. Ithaca, NY: Cornell University Press, 1999.Google Scholar
Hornung, Erik. Conceptions of God in Ancient Egypt: The One and the Many, translated by John Baines. Ithaca, NY: Cornell University Press, 1990.Google Scholar
Hornung, Erik. The Secret Lore of Egypt: Its Impact on the West, translated by David Lorton. Ithaca, NY: Cornell University Press, 2001.Google Scholar
James, William. “The Moral Philosopher and the Moral Life.” In Essays in Pragmatism, edited by Castell, Alburey, 6588. New York: Hafner Press, 1974.Google Scholar
Jamieson, Dale. Reason in a Dark Time: Why the Struggle against Climate Change Failed and What It Means for Our Future. New York: Oxford University Press, 2014.Google Scholar
Jonas, Mark E., and Yacek, Douglas. Nietzsche’s Philosophy of Education: Rethinking Ethics, Equality and the Good Life in a Democratic Age. New York: Routledge, 2018.Google Scholar
Kant, Immanuel. The Metaphysics of Morals, edited by Denis, Lara, translated by Mary Gregor. Cambridge: Cambridge University Press, 2017.Google Scholar
Kendi, Ibram X. How to Be an Antiracist. New York: One World, 2019.Google Scholar
Kincheloe, Joe, and Steinberg, Shirley, eds. Students as Researchers: Creating Classrooms That Matter. New York: Routledge, 1998.Google Scholar
Kolbert, Elizabeth. The Sixth Extinction: An Unnatural History. New York: Picador, 2014.Google Scholar
Kolbert, Elizabeth. Under a White Sky: The Nature of the Future. New York: Crown, 2021.Google Scholar
Koller, John M. Asian Philosophies, 7th ed. New York: Routledge, 2018.Google Scholar
Kupers, Elisa, Lehmann-Wermser, Andreas, McPherson, Gary, and van Geert, Paul. “Children’s Creativity: A Theoretical Framework and Systematic Review.” Review of Educational Research 89, no. 1 (2019): 93124. doi: 10.3102/0034654318815707Google Scholar
Leiter, Brian. “Nietzsche’s Metaethics: Against the Privilege [sic] Readings.” European Journal of Philosophy 8, no. 3 (2000): 277297.Google Scholar
Lewis, David Levering. W. E. B. Du Bois: A Biography 1868–1963. New York: Henry Holt, 2009.Google Scholar
Lipman, Matthew. Thinking in Education. Cambridge: Cambridge University Press, 2003.Google Scholar
Locke, Alain The Philosophy of Alain Locke: Harlem Renaissance and Beyond, edited by Harris, Leonard. Philadelphia: Temple University Press, 1989.Google Scholar
Loewen, James W.. Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong. New York: Touchstone, 2007.Google Scholar
Margolin, Jamie. Youth to Power: Your Voice and How to Use It. New York: Hatchette Go, 2020.Google Scholar
Marx, Karl, and Engels, Friedrich. The Communist Manifesto, translated by Samuel Moore. Marxist Internet Archive, 2010. First published in 1848. www.marxists.org/archive/marx/works/download/pdf/Manifesto.pdf.Google Scholar
McEvilley, Thomas. The Shape of Ancient Thought: Comparative Studies in Greek and Indian Philosophies. New York: Allworth Press, 2002.Google Scholar
Mill, John Stuart. On Liberty. New York: Harper Perennial Classics, 2014. First published in 1859.Google Scholar
Mill, John Stuart. Utilitarianism. Indianapolis: Hackett, 1979. First published in 1863.Google Scholar
Moody-Adams, Michele M. Fieldwork in Familiar Places: Morality, Culture and Philosophy. Cambridge, MA: Harvard University Press, 2002.Google Scholar
Nietzsche, Friedrich. Beyond Good and Evil, translated by Adrian Del Caro. Stanford, CA: Stanford University Press, 2014.Google Scholar
Nietzsche, Friedrich. Dawn, translated by Brittain Smith. Stanford, CA: Stanford University Press, 2011.Google Scholar
Nietzsche, Friedrich. The Gay Science, edited by Williams, Bernard, translated by Josefine Nauckhoff. Cambridge: Cambridge University Press, 2001.Google Scholar
Nietzsche, Friedrich. Human, All Too Human: A Book for Free Spirits, translated by R. J. Hollingdale.. Cambridge: Cambridge University Press, 1996.Google Scholar
Nietzsche, Friedrich. On the Genealogy of Morality, edited by Ansell-Pearson, Keith, translated by Carol Diethe. Cambridge: Cambridge University Press, 2014.Google Scholar
Nietzsche, Friedrich. Unpublished Fragments Spring 1885–Spring 1886, translated by Adrian Del Caro. Stanford, CA: Stanford University Press, 2020.Google Scholar
Nzamujo, Godfrey. Quand l’Afrique relève la tête [When Africa Emerges]. Paris: Editions du Cerf, 2002.Google Scholar
Nzamujo, Godfrey. “Songhaï Leadership Academy.” Unpublished manuscript, 2017.Google Scholar
Pinker, Steven. The Better Angels of Our Nature: Why Violence Has Declined. New York: Viking, 2011.Google Scholar
Pinker, Steven. Reason Now: The Case for Reason, Science, Humanism, and Progress. New York: Viking, 2018.Google Scholar
Pinker, Steven. “Science Is Not Your Enemy: An Impassioned Plea to Neglected Novelists, Embattled Professors and Tenure-Less Historians.” New Republic, August 6, 2013.Google Scholar
Plato. The Collected Dialogues of Plato, edited by Hamilton, Edith and Cairns, Huntington. New York: Bollingen Foundation, 1966.Google Scholar
Quine, Willard Van Orman. Theories and Things. Cambridge, MA: Harvard University Press, 1981.Google Scholar
Richard Dawkins Foundation. “The Poetry of Science: Richard Dawkins and Neil deGrasse Tyson.” YouTube Video, October 20, 2010. www.youtube.com/watch?v=9RExQFZzHXQ.Google Scholar
Ridley, Aaron. “Nietzsche, Nature, Nurture.” European Journal of Philosophy 25, no. 1 (2017): 129143.Google Scholar
Rorty, Richard. “From Religion through Philosophy to Literature: The Way Western Intellectuals Went.” In Comparative Ethics in a Global Age, edited by Stepanyants, Marietta. Washington, DC: Council for Research in Values and Philosophy, 2007. http://crvp.org/publications/Series-IVA/IVA-30.pdf.Google Scholar
Rorty, Richard. Philosophy as Poetry. Charlottesville: University of Virginia Press, 2016.Google Scholar
Rorty, Richard. “Philosophy as a Transitional Genre.” In After Philosophy: End or Transformation?, edited by Baynes, Kenneth, Bohman, James, and McCarthy, Thomas, 328. Cambridge, MA: MIT Press, 2009. http://mitp-content-server.mit.edu:18180/books/content/sectbyfn?collid=books_pres_0&id=5512&fn=9780262524278_sch_0001.pdf.Google Scholar
Rothstein, Dan, and Santana, Luz. Make Just One Change: Teach Students to Ask Their Own Questions. Cambridge, MA: Harvard Education Press, 2014.Google Scholar
Sandoval, Marta, and Messiou, Kyriaki. “Students as Researchers for Promoting School Improvement and Inclusion: A Review of Studies.” International Journal of Inclusive Education 26, no. 8 (2022): 780795. https://doi.org/10.1080/13603116.2020.1730456.Google Scholar
Schell, Jonathan. The Fate of the Earth and Abolition. Palo Alto, CA: Stanford University, 2000.Google Scholar
Songhaï Center. “Agribusiness Incubation as a Flexible Mechanism toward Youth Empowerment in Africa.” Unpublished manuscript, 2018.Google Scholar
Stegmaier, Werner. “Nietzsche’s Orientation toward the Future.” Journal of Nietzsche Studies 47, no. 3 (2016): 384401. https://doi.org/10.5325/jnietstud.47.0384.Google Scholar
Thunberg, Greta. No One Is Too Small to Make a Difference. New York: Penguin, 2019.Google Scholar
Thunberg, Greta, Thunberg, Svante, Ernman, Malena, and Ernman, Beta. Our House Is on Fire: Scenes of a Family and a Planet in Crisis. New York: Penguin, 2020.Google Scholar
van Berkel, Henk, Scherpbier, Albert, Hillen, Harry, and van der Vleuten, Cees. Lessons from Problem-Based Learning. Oxford: Oxford University Press, 2010.Google Scholar
Verharen, Charles. “Ancient Africa and the Structure of Revolutions in Ethics: A Prolegomenon for Contemporary African Political Philosophy.” Philosophia Africana 14, no. 1 (2012): 121. https://doi.ord/10.5840/philafricana20121416.Google Scholar
Verharen, Charles. “The Future of Ethics and Education: Philosophy in a Time of Existential Crises.” Ethics and Education 15, no. 3 (2020): 371389. https://doi.org/10.1080/17449642.2020.1774718.Google Scholar
Verharen, Charles. “Nietzsche and Three Africana Philosophers on Teaching Ethics across the Curriculum.” Teaching Ethics 21, no. 1 (2021): 4567. https://doi.org/10.5840/tej202218100.Google Scholar
Verharen, Charles. “An Odd Coupling: Nietzsche and W. E. B. Du Bois on 21st Century Philosophy of Education.” Studies in Philosophy and Education 41, no. 2 (2022): 211225. https://doi.org/10.1007/s11217-021-09799-0.Google Scholar
Verharen, Charles. “Two Genealogies of Human Values: Nietzsche and Edward O. Wilson on the Consilience of Philosophy, Science and Technology.” Science and Engineering Ethics 26, no. 1 (2020): 255274. https://doi.org/10.1007/s11948-019-00095-2.Google Scholar
Verharen, Charles. Die Überkinder: Nietzsche and Greta Thunberg, Children and Philosophy.” Journal of Philosophy of Education 55, nos. 4–5 (2021): 878892. https://doi.org/10.1111/1467-9752.12610.Google Scholar
Verharen, Charles, Bugarin, Flordeliz, Tharakan, John, Wensing, Enrico, Gutema, Bekele, Fortunak, Joseph, and Middendorf, George. “African Environmental Ethics: Keys to Sustainable Development through Agroecological Villages.” Journal of Agricultural and Environmental Ethics 34, no. 18 (2021): 118. https://doi.org/10.1007/s10806-021-09853-4.Google Scholar
Verharen, Charles, Tharakan, John, Bugarin, Flordeliz, Fortunak, Joseph, Gutema, Bekele, Kadoda, Gada, et al.Coupling Ethical STEM Research to Community Engagement at Africana Universities: A Model.” Western Journal of Black Studies 43, nos. 1–2 (2020): 3646.Google Scholar
Verharen, Charles, Tharakan, John, Bugarin, Flordeliz, Fortunak, Joseph, Kadoda, Gada, and Middendorf, George. “Survival Ethics in the Real World: The Research University and Sustainable Development.” Science and Engineering Ethics 20, no. 1 (2014): 135154. https://doi.org/10.1007/s11948-013-9441-8.Google Scholar
Verharen, Charles, Tharakan, John, Bugarin, Flordeliz, Fortunak, Joseph, Liu, M., Middendorf, George, et al.African Philosophy: A Key to African Innovation and Development.” African Journal of Science, Technology, Innovation and Development 6, no. 1 (2014): 312.Google Scholar
Verharen, Charles, Tharakan, John, Middendorf, George, Castro-Sitiriche, M., and Kadoda, G.. “Introducing Survival Ethics into Engineering Education and Practice.” Science and Engineering Ethics 19, no. 2 (2013): 599623. https://doi.org/10.1007/s11948-011-9332-9.Google Scholar
Watt, Jennifer Gail, and Colyer, Jill. IQ: A Practical Guide to Inquiry-Based Learning. Oxford: Oxford University Press, 2014.Google Scholar
Wilson, Edward E. The Social Conquest of Nature. New York: Liveright, 2012.Google Scholar
Young, Julian. Friedrich Nietzsche: A Philosophical Biography. Cambridge: Cambridge University Press, 2011.Google Scholar

Bibliography

Andersson, Erik, and Öhman, Johan. “Young People’s Conversations about Environmental and Sustainability Issues in Social Media.” Environmental Education Research 23, no. 4 (2016): 465485. https://doi.org/10.1080/13504622.2016.1149551.Google Scholar
Antadze, Nino. “Moral Outrage as the Emotional Response to Climate Injustice.” Environmental Justice 13, no. 1 (2020): 2126. https://doi.org/10.1089/env.2019.0038.Google Scholar
Aristotle, . Nicomachean Ethics, trans. Ross, D.. Oxford: Oxford University Press, 1925.Google Scholar
Austenfeld, Jennifer L., and Stanton, Annette L.. “Coping through Emotional Approach: A New Look at Emotion, Coping, and Health-Related Outcomes.” Journal of Personality 72, no. 6 (2004): 13351364. https://doi.org/10.1111/j.1467-6494.2004.00299.x.Google Scholar
Bacigalupi, Paolo. The Water Knife. New York: Vintage Books, 2016.Google Scholar
Barros, Helen, and Pinheiro, José. “Climate Change Perception by Adolescents: Reflections on Sustainable Lifestyle, Local Impacts and Optimism Bias (Percepción del cambio climático en adolescentes. Reflexiones sobre los estilos de vida sostenibles, el impacto local y el sesgo optimista).” PsyEcology 11, no. 2 (2020): 260283. https://doi.org/10.1080/21711976.2020.1728654.Google Scholar
Barthel, Stephan, Belton, Sophie, Raymond, Christopher M., and Giusti, Matteo. “Fostering Children’s Connection to Nature through Authentic Situations: The Case of Saving Salamanders at School.” Frontiers in Psychology 9 (2018): 928. https://doi.org/10.3389/fpsyg.2018.00928.Google Scholar
Berrera-Hernández, Laura Fernanda, Sotelo-Castillo, Mirsha Alicia, Echeverría-Castro, Sonia Beatriz, and Tapia-Fonllem, César Octavio. “Connectedness to Its Impact on Sustainable Behaviors and Happiness in Children.” Frontiers in Psychology 11 (2020). https://doi.org/10.3389/fpsyg.2020.00276.Google Scholar
Besser, Lorraine L., and Oishi, Shigehiro. “The Psychologically Rich Life.” Philosophical Psychology 33, no. 8 (2020): 10531071. https://doi.org/10.1080/09515089.2020.1778662.Google Scholar
Biesta, Gert. “Interrupting Hope.” Philosophy of Education Yearbook 62 (2006): 280282. doi: 10.47925/2006.280.Google Scholar
Biswas, Tanu, and Mattheis, Nikolas. “Strikingly Educational: A Childist Perspective on Children’s Civil Disobedience for Climate Justice.” Educational Philosophy and Theory 54, no. 2 (2022): 145157. https://doi.org/10.1080/00131857.2021.1880390.Google Scholar
Brown, Molly Young. “Supporting Children Emotionally in Times of Climate Disruption: Teaching Practices and Strategies.” In Education in Times of Environmental Crises, 195209. New York: Routledge, 2016.Google Scholar
Bryan, Audrey. “Pedagogy of the Implicated: Advancing a Social Ecology of Responsibility Framework to Promote Deeper Understanding of the Climate Crisis.” Pedagogy, Culture & Society 30, no. 3 (2022): 329348. https://doi.org/10.1080/14681366.2021.1977979.Google Scholar
Butin, Dan W.The Limits of Service-Learning in Higher Education.” The Review of Higher Education 29, no. 4 (2006): 473498. https://doi.org/10.1353/rhe.2006.0025.Google Scholar
Callicott, J. Baird. “Thinking Climate Change like a Planet: Notes from an Environmental Philosopher.” In Teaching Climate Change in the Humanities, 105111. New York: Routledge, 2016.Google Scholar
Charles, Cheryl, Keenleyside, Karen, Chapple, Rosalie, Kilburn, Bill, van der Leest, Salah Pascale, Allen, Diana, et al. Home to Us All: How Connecting with Nature Helps Us Care for Ourselves and the Earth. Minneapolis: Children and Nature Network, 2018.Google Scholar
Chawla, Louise. “Childhood Nature Connection and Constructive Hope: A Review of Research on Connecting with Nature and Coping with Environmental Loss.” People and Nature 2, no. 3 (2020): 619642. https://doi.org/10.1002/pan3.10128.Google Scholar
Clarke, Angela T.Coping with Interpersonal Stress and Psychosocial Health among Children and Adolescents: A Meta-Analysis.” Journal of Youth and Adolescence 35 (2006): 1023. https://doi.org/10.1007/s10964–005-9001-x.Google Scholar
Ciucci, Enrica, Baroncelli, Andrea, Toselli, Monica, and Denham, Susanne A.. “Personal and Professional Emotional Characteristics of Early Childhood Teachers and Their Proneness to Communicate with Parents and Colleagues about Children’s Emotions.” Child & Youth Care Forum 47, no. 2 (2018): 303316. https://doi.org/10.1007/s10566–017-9431-0.Google Scholar
Collado, Silvia, Staats, Henk, and Corraliza, José A.. “Experiencing Nature in Children’s Summer Camps: Affective, Cognitive and Behavioural Consequences.” Journal of Environmental Psychology 33 (2013): 3744. https://doi.org/10.1016/j.jenvp.2012.08.002.Google Scholar
Crandon, Tara J., Scott, James G., Charlson, Fiona J., and Thomas, Hannah J.. “A Social–Ecological Perspective on Climate Anxiety in Children and Adolescents.” Nature Climate Change 12, no. 2 (2022): 123131. https://doi.org/10.1038/s41558–021-01251-y.Google Scholar
Cunsolo, Ashlee, and Landman, Karen, eds. Mourning Nature: Hope at the Heart of Ecological Loss and Grief. Montreal: McGill-Queen’s University Press, 2017.Google Scholar
Doherty, Thomas J., and Clayton, Susan. “The Psychological Impacts of Global Climate Change.” American Psychologist 66, no. 4 (2011): 265276. https://doi.org/10.1037/a0023141.Google Scholar
Eaton, Marie. “Navigating Anger, Fear, Grief, and Despair.” In Contemplative Approaches to Sustainability in Higher Education, 4053. New York: Routledge, 2016.Google Scholar
Fawcett, Leesa. “Ethical Imagining: Ecofeminist Possibilities and Environmental Learning.” Canadian Journal of Environmental Education 5, no. 1 (2000): 134149.Google Scholar
Freire, Paulo. Pedagogy of Hope. New York: Bloomsbury, 1994.Google Scholar
Freire, Paulo. Pedagogy of the Oppressed. New York: Continuum, 1970.Google Scholar
Gaard, Greta, and Erguner-Tekinalp, Bengü, eds. Contemplative Practices and Anti-Oppressive Pedagogies for Higher Education. New York: Routledge, 2022.Google Scholar
Greenwood, David A.A Critical Theory of Place-Conscious Education.” In International Handbook of Research on Environmental Education, 93100. New York: Routledge, 2013.Google Scholar
Gross, James J.Emotion Regulation: Current Status and Future Prospects.” Psychological inquiry 26, no. 1 (2015): 126. https://doi.org/10.1080/1047840X.2014.940781.Google Scholar
Hamilton, Jo. “‘Alchemizing Sorrow into Deep Determination’: Emotional Reflexivity and Climate Change Engagement.” Frontiers in Climate (2022): 3. https://doi.org/10.3389/fclim.2022.786631.Google Scholar
Haybron, Daniel M. The Pursuit of Unhappiness. Oxford: Oxford University Press, 2008.Google Scholar
Held, Virginia. The Ethics of Care. London: Oxford University Press on Demand, 2006.Google Scholar
Hickman, Caroline. “We Need to (Find a Way to) Talk about … Eco-Anxiety.” Journal of Social Work Practice 34, no. 4 (2020): 411424. https://doi.org/10.1080/02650533.2020.1844166.Google Scholar
Hickman, Caroline, Marks, Elizabeth, Pihkala, Panu, Clayton, Susan, Lewandowski, R. Eric, Mayall, Elouise E., et al.Climate Anxiety in Children and Young People and Their Beliefs about Government Responses to Climate Change: A Global Survey.” The Lancet Planetary Health 5, no. 12 (2021): e863e873. https://doi.org/10.1016/S2542–5196(21)00278-3.Google Scholar
Hicks, David. Educating for Hope in Troubled Times. London: Institute of Education Press, 2014.Google Scholar
Hicks, David, and Bord, Andy. “Learning about Global Issues: Why Most Educators Only Make Things Worse.” Environmental Education Research 7, no. 4 (2001): 413425. https://doi.org/10.1080/13504620120081287.Google Scholar
hooks, bell. Belonging. New York: Routledge, 2009Google Scholar
hooks, bell. Teaching Community. New York: Routledge, 2003.Google Scholar
Hufnagel, Elizabeth. “Attending to Emotional Expressions about Climate Change: A Framework for Teaching and Learning.” In Teaching and Learning about Climate Change, 4355. New York: Routledge, 2017.Google Scholar
Hughes, Joelene, Richardson, Miles, and Lumber, Ryan. “Evaluating Connection to Nature and the Relationship with Conservation Behaviour in Children.” Journal for Nature Conservation 45 (2018): 1119. https://doi.org/10.1016/j.jnc.2018.07.004.Google Scholar
Ives, Christopher D., Abson, David J., Von Wehrden, Henrik, Dorninger, Christian, Klaniecki, Kathleen, and Fischer, Joern. “Reconnecting with Nature for Sustainability.” Sustainability Science 13 (2018): 13891397. https://doi.org/10.1007/s11625–018-0542-9.Google Scholar
Jensen, Tim. Ecologies of Guilt in Environmental Rhetorics. London: Palgrave Macmillan, 2019.Google Scholar
Jimenez, Jeremy, and Moorhead, Laura. “‘Don’t Say It’s Going to be Okay’: How International Educators Embrace Transformative Education to Support Their Students Navigating Our Global Climate Emergency.” Education Sciences 11, no. 10 (2021): 593. https://doi.org/10.3390/educsci11100593.Google Scholar
Jones, Charlotte A., and Davison, Aidan. “Disempowering Emotions: The Role of Educational Experiences in Social Responses to Climate Change.” Geoforum 118 (2021): 190200. https://doi.org/10.1016/j.geoforum.2020.11.006.Google Scholar
Joshi, Devin K.Humanist but Not Radical: The Educational Philosophy of Thiruvalluvar Kural.” Studies in Philosophy and Education 40 (2021): 183200. https://doi.org/10.1007/s11217–020-09750-9.Google Scholar
Kałwak, Weronika, and Weihgold, Vanessa. “The Relationality of Ecological Emotions: An Interdisciplinary Critique of Individual Resilience as Psychology’s Response to the Climate Crisis.” Frontiers in Psychology 13 (2022). https://doi.org/10.3389/fpsyg.2022.823620.Google Scholar
Klocker, Natascha, Gillon, Charles, Gibbs, Leah, Atchison, Jennifer, and Waitt, Gordon. “Hope and Grief in the Human Geography Classroom.” Journal of Geography in Higher Education (2021): 1–18. https://doi.org/10.1080/03098265.2021.1977915.Google Scholar
Knops, Louise. “Stuck between the Modern and the Terrestrial: The Indignation of the Youth for Climate Movment.” Political Research Exchange 3, no. 1 (2021): 1868946. https://doi.org/10.1080/2474736X.2020.1868946.Google Scholar
Kretz, Lisa. “Hope in Environmental Philosophy.” Journal of Agricultural and Environmental Ethics 26 (2013): 925944. https://doi.org/10.1007/s10806–012-9425-8.Google Scholar
Kristjánsson, Kristján. Virtuous Emotions. Oxford: Oxford University Press, 2018.Google Scholar
Kurth, Charlie. “Cultivating Disgust: Prospects and Moral Implications.” Emotion Review 13, no. 2 (2021): 101112. https://doi.org/10.1177/1754073921990712.Google Scholar
Kurth, Charlie. Emotion. New York: Routledge, 2022.Google Scholar
Kurth, Charlie. “Inappropriate Emotions, Marginalization, and Feeling Better.” Synthese 200, no. 2 (2022): 155. https://doi.org/10.1007/s11229–022-03619-9.Google Scholar
Kurth, Charlie, and Pihkala, Panu. “Eco-Anxiety: What It Is and Why It Matters.” Frontiers in Psychology (2022). https://doi.org/10.3389/fpsyg.2022.981814.Google Scholar
Lazarus, Richard S., and Folkman, Susan. Stress, Appraisal, and Coping. New York: Springer, 1984.Google Scholar
Lertzman, Renee Aron. “The Myth of Apathy: Psychoanalytic Explorations of Environmental Subjectivity.” In Engaging with Climate Change, 117133. New York: Routledge, 2012.Google Scholar
Liebow, Nabina, and Glazer, Trip. “White Tears: Emotion Regulation and White Fragility.” Inquiry 66, no. 1 (2023): 122142. https://doi.org/10.1080/0020174X.2019.1610048.Google Scholar
Lloro-Bidart, Teresa, and Semenko, Keri. “Toward a Feminist Ethic of Self-Care for Environmental Educators.” The Journal of Environmental Education 48, no. 1 (2017): 1825. https://doi.org/10.1080/00958964.2016.1249324.Google Scholar
Lorde, Audre. “The Uses of Anger.” Women’s Studies Quarterly 25, nos. 1–2 (1997): 278285.Google Scholar
Lotz-Sisitka, Heila, Wals, Arjen E. J., Kronlid, David, and McGarry, Dylan. “Transformative, Transgressive Social Learning: Rethinking Higher Education Pedagogy in Times of Systemic Global Dysfunction.” Current Opinion in Environmental Sustainability 16 (2015): 7380. https://doi.org/10.1016/j.cosust.2015.07.018.Google Scholar
Lyman, Peter. “The Domestication of Anger: The Use and Abuse of Anger in Politics.” European Journal of Social Theory 7, no. 2 (2004): 133147. https://doi.org/10.1177/1368431004041748.Google Scholar
MacBride, Samantha. Recycling Reconsidered: The Present Failure and Future Promise of Environmental Action in the United States. Cambridge, MA: MIT Press, 2013.Google Scholar
Martusewicz, Rebecca A., Edmundson, Jeff, and Lupinacci, John. Ecojustice Education: Toward Diverse, Democratic, and Sustainable Communities. New York: Routledge, 2014. https://doi.org/10.4324/9781315779492.Google Scholar
Meynen, Nick. Frontlines: Stories of Global Environmental Justice. Washington, DC: Zero Books, 2019.Google Scholar
Miller, Dale E., and Eggleston, Ben. Moral Theory and Climate Change: Ethical Perspectives on a Warming Planet. New York: Routledge, 2020.Google Scholar
Niblett, Blair. “Facilitating Activist Education: Social and Environmental Justice in Classroom Practice to Promote Achievement, Equity, and Well-Being.” What Works? Research into Practice (2017). www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/ww_Facilitating_Activist_Education.pdf.Google Scholar
Noddings, Nel. Caring. Berkeley: University of California Press, 1984.Google Scholar
Ojala, Maria. “Hope in the Face of Climate Change: Associations with Environmental Engagement and Student Perceptions of Teachers’ Emotion Communication Style and Future Orientation.” The Journal of Environmental Education 46, no. 3 (2015): 133148. https://doi.org/10.1080/00958964.2015.1021662.Google Scholar
Ojala, Maria. “Hope and Worry: Exploring Young People’s Values, Emotions, and Behavior Regarding Global Environmental Problems.” PhD diss., Örebro University, 2007.Google Scholar
Ojala, Maria. “Safe Spaces or a Pedagogy of Discomfort? Senior High-School Teachers’ Meta-Emotion Philosophies and Climate Change Education.” The Journal of Environmental Education 52, no. 1 (2021): 4052. https://doi.org/10.1080/00958964.2020.1845589.Google Scholar
Ojala, Maria. “Young People and Global Climate Change: Emotions, Coping and Engagement in Everyday Life.” Geographies of Global Issues: Change and Threat 8, no. 1 (2016): 119.Google Scholar
Ojala, Maria, Cunsolo, Ashlee, Ogunbode, Charles A., and Middleton, Jacqueline. “Anxiety, Worry, and Grief in a Time of Environmental and Climate Crisis: A Narrative Review.” Annual Review of Environment and Resources 46 (2021): 3558. https://doi.org/10.1146/annurev-environ-012220-022716. https://doi.org/10.1146/annurev-environ-012220–022716.Google Scholar
Oreskes, Naomi, and Conway, Erik. Merchants of Doubt: How a Handful of Scientists Obscured the Truth on Issues from Tobacco Smoke to Global Warming. New York: Bloomsbury Press, 2010.Google Scholar
Pekrun, Reinhard, Muis, Krista R., Frenzel, Anne C., and Götz, Thomas, eds. Emotions at School. New York: Routledge, 2018.Google Scholar
Piersol, Laura, and Timmerman, Nora. “Reimagining Environmental Education within Academia: Storytelling and Dialogue as Lived Ecofeminist Politics.” The Journal of Environmental Education 48, no. 1 (2017): 1017. https://doi.org/10.1080/00958964.2016.1249329.Google Scholar
Pihkala, Panu. “Eco-Anxiety and Environmental Education.” Sustainability 12, no. 23 (2020): 10149. https://doi.org/10.3390/su122310149.Google Scholar
Pihkala, Panu. “Environmental Education after Sustainability: Hope in the Midst of Tragedy.” Global Discourse 7, no. 1 (2017): 109127. https://doi.org/10.1007/978-3-319-51322-5_7.Google Scholar
Pihkala, Panu. “Toward a Taxonomy of Climate Emotions.” Frontiers in Climate 3 (2022): 738154. https://doi.org/10.3389/fclim.2021.738154.Google Scholar
Ray, Sarah Jaquette. “Coming of Age at the End of the World.” In Affective Ecocriticism: Emotion, Embodiment, Environment, edited by Bladow, Kyle and Ladino, Jennifer, 299319. Lincoln: University of Nebraska Press, 2018.Google Scholar
Ritchie, Jenny. “Indigenous Onto-Epistemologies and Pedagogies of Care and Affect in Aotearoa.” Global Studies of Childhood 3, no. 4 (2013): 395406.Google Scholar
Sobel, David. Place-Based Education, 2nd ed. Great Barrington, MA: Orion Society, 2005.Google Scholar
Spelman, Elizabeth. “Anger and Insubordination.” In Women, Knowledge, and Reality, ed. Garry, Ann and Pearsall, Marilyn, 263273. Boston: Unwin Hyman, 1989.Google Scholar
Stapleton, Sarah Riggs. “A Case for Climate Justice Education: American Youth Connecting to Intragenerational Climate Injustice in Bangladesh.” Environmental Education Research 25, no. 5 (2019): 732750. https://doi.org/10.1080/13504622.2018.1472220.Google Scholar
Steffen, Will, Richardson, Katherine, Rockström, Johan, Cornell, Sarah E., Fetzer, Ingo, Bennett, Elena M., et al.Planetary Boundaries: Guiding Human Development on a Changing Planet.” Science 347, no. 6223 (2015): 1259855. https://doi.org/10.1126/science.1259855.Google Scholar
Stern, Marc J., Powell, Robert B., and Ardoin, Nicole M.. “What Difference Does It Make? Assessing Outcomes from Participation in a Residential Environmental Education Program.” The Journal of Environmental Education 39, no. 4 (2008): 3143. https://doi.org/10.3200/JOEE.39.4.31-43.Google Scholar
Tannock, Stuart. “Pedagogies of Hope and Fear.” In Educating for Radical Social Transformation in the Climate Crisis, 87117. London: Palgrave Macmillan, 2021. https://doi.org/10.1007/978-3-030-83000-7_4.Google Scholar
Thunberg, Greta. No One Is Too Small to Make a Difference. New York: Penguin, 2019.Google Scholar
Thunberg, Greta. “‘You Did Not Act in Time’: Greta Thunberg’s Full Speech to MPs.” The Guardian, April 23, 2019. www.theguardian.com/environment/2019/apr/23/greta-thunberg-full-speech-to-mps-you-did-not-act-in-time.Google Scholar
Tseng, Yu-Chi, and Wang, Shun-Mei. “Understanding Taiwanese Adolescents’ Connections with Nature: Rethinking Conventional Definitions and Scales for Environmental Education.” Environmental Education Research 26, no. 1 (2020): 115129. https://doi.org/10.1080/13504622.2019.1668354.Google Scholar
Verlie, Blanche. Learning to Live with Climate Change. London: Routledge, 2022.Google Scholar
Verlie, Blanche, Clark, Emily, Jarrett, Tamara, and Supriyono, Emma. “Educators’ Experiences and Strategies for Responding to Ecological Distress.” Australian Journal of Environmental Education 37, no. 2 (2021): 132146. https://doi.org/10.1017/aee.2020.34.Google Scholar
Wals, Arjen E. J.Learning in a Changing World and Changing in a Learning World.” Southern African Journal of Environmental Education 22 (2007): 3545.Google Scholar
Wals, Arjen E. J.Mirroring, Gestaltswitching and Transformative Learning.” International Journal of Sustainability in Higher Education, 29, no. 4 (2010): 380390. https://doi.org/10.1108/14676371011077595.Google Scholar
Weintrobe, Sally. Psychological Roots of the Climate Crisis: Neoliberal Exceptionalism and the Culture of Uncare. New York: Bloomsbury, 2021.Google Scholar
Zembylas, Michalinos. “Mobilizing Anger for Social Justice: The Politicization of the Emotions in Education.” Teaching Education 18, no. 1 (2007): 1528. https://doi.org/10.1080/10476210601151516.Google Scholar
Zembylas, Michalinos. Teaching with Emotion. Greenwich, CT: Information Age Publishing, 2005.Google Scholar
Zembylas, Michalinos, Charalambous, Constadina, and Charalambous, Panayiota. “The Schooling of Emotion and Memory: Analyzing Emotional Styles in the Context of a Teacher’s Pedagogical Practices.” Teaching and Teacher Education 44 (2014): 6980. https://doi.org/10.1016/j.tate.2014.08.001.Google Scholar

Bibliography

Barad, Karen. Meeting the Universe Halfway: Quantum Physics and the Entanglement of Matter and Meaning. Durham, NC: Duke University Press, 2007.Google Scholar
Braidotti, Rosi. “Generative Futures: On Affirmative Ethics.” In Critical and Clinical Cartographies: Architecture, Robotics, Medicine, Philosophy, edited by Radman, A. and Sohn, H., 288308. Edinburgh: University of Edinburgh Press, 2019.Google Scholar
Braidotti, Rosi. The Posthuman. London: Polity Press, 2013.Google Scholar
Braidotti, Rosi. “Posthuman Knowledge.” Lecture delivered at Harvard University Graduate School of Design, March 3, 2019. www.gsd.harvard.edu/event/rosi-braidotti/. 2019.Google Scholar
Braidotti, Rosi. “Transversal Posthumanities.” Philosophy Today 63, no. 4 (2019): 11811195.Google Scholar
Braidotti, Rosi. “‘We’ Are in This Together, but We Are Not One and the Same.” Bioethical Inquiry, 2020. https://doi.org/10.1007/s11673-020-10017-8.Google Scholar
Buchanan, Ian. Assemblage Theory and Method. London: Bloomsbury Press, 2013.Google Scholar
Butler, Judith. The Force of Non-Violence. London: Verso Press, 2021.Google Scholar
Cannella, Gaile. “Ethical Entanglements: Conceptualizing ‘Research Purposes/Design in the Contemporary Political World.’” In The Sage Handbook of Qualitative Research Design, edited by Flick, U., 355372. Thousand Oaks, CA: Sage Press, 2022.Google Scholar
de Certeau, Michel. The Practice of Everyday Life. Berkeley: University of California Press. 2011.Google Scholar
Deleuze, Gilles. Negotiations 1972–1990. New York: Columbia University Press. 1997.Google Scholar
Delezue, Gilles, and Guattari, Felix. Kafka: Toward a Minor Literature. Minneapolis: University of Minnesota Press. 1986.Google Scholar
Delezue, Gilles, and Guattari, Felix. What Is Philosophy? New York: Columbia University Press. 1996.Google Scholar
Foucault, Michel. “For an Ethic of Discomfort.” In Power, edited by Faubion, J., 443448. New York: New Press, 2000.Google Scholar
Foucault, Michel. “On the Genealogy of Ethics: An Overview of Work in Progress.” In Michele Foucault: Beyond Structuralism and Hermeneutics, edited by Dreyfus, Hubert and Rainbow, Paul, 231232. Chicago: University of Chicago Press. 1983.Google Scholar
Foucault, Michel. “Power, Moral Values, and the Intellectual: Interview with Michael Bess.” History of the Present 4 (1988): 12, 11–13.Google Scholar
Foucault, Michel. Remarks on Marx: Conversations with Duccio Trombardori. New York: Semiotext(e) Press, 1991.Google Scholar
Kuntz, Aaron M.Poststructural Engagements.” In The Sage Handbook of Qualitative Research, 6th ed., edited by Denzin, N., Lincoln, Y., Giardina, M., and Cannella, G., 273291. Thousand Oaks, CA: Sage, 2023.Google Scholar
Kuntz, Aaron M. Qualitative Inquiry, Cartography, and the Promise of Material Change. London: Routledge. 2019.Google Scholar
Kuntz, Aaron M. The Responsible Methodologist: Inquiry, Truth-Telling, and Social Justice. London: Routledge Press. 2015.Google Scholar
Lather, Patti. Getting Smart: Feminist Research and Pedagogy within/in the Postmodern. London: Routledge. 2016.Google Scholar
Lemke, Thomas. The Government of Things: Foucault and the New Materialisms. New York: New York University Press. 2021Google Scholar
Lorraine, Tamsin. Deleuze and Guattari’s Immanent Ethics: Theory, Subjectivity, and Duration. Albany: SUNY Press. 2011.Google Scholar
Pink, Sarah. Doing Visual Ethnography, 4th ed. Los Angeles: Sage, 2021.Google Scholar
St. Pierre, Elizabeth. “Circling the Text: Nomadic Writing Practices.” Qualitative Inquiry 3, no. 4 (1997): 403418.Google Scholar

Bibliography

Appiah, Kwame Anthony. The Lies That Bind: Rethinking Identity. New York: Liveright, 2019.Google Scholar
Arendt, Hannah. The Human Condition. Chicago: University of Chicago Press, 1958.Google Scholar
Bernstein, Richard J.The Urgent Relevance of Hannah Arendt.” The Philosophers’ Magazine 82 (2018): 2431.Google Scholar
Birkerts, Sven. Changing the Subject: Art and Attention in the Internet Age. Minneapolis: Graywolf Press, 2016.Google Scholar
Birkerts, Sven (@svenbirkerts), “Notebook.” Twitter, August 13, 2022. https://twitter.com/svenbirkerts/status/1558441792785235972.Google Scholar
Borgmann, Albert. “The Here and Now: Theory, Technology, and Actuality.” Philosophy & Technology 24, no. 1 (2011): 517. https://doi.org/10.1007/s13347-010-0002-7.Google Scholar
Borgmann, Albert. Technology and the Character of Contemporary Life: A Philosophical Inquiry. Chicago: University of Chicago Press, 2009.Google Scholar
Callahan, Raymond. Education and the Cult of Efficiency. Chicago: University of Chicago Press, 1962.Google Scholar
Carr, Nicholas. The Shallows: What the Internet Is Doing to Our Brains, updated ed. New York: Norton, 2020.Google Scholar
Center for Humane Technology. “Ledger of Harms.” Updated June 2021. https://ledger.humanetech.com.Google Scholar
Christian, Brian. The Alignment Problem: Machine Learning and Human Values. New York: Norton, 2020.Google Scholar
Dennett, Daniel. From Bacteria to Bach and Back: The Evolution of Minds. New York: Norton, 2017.Google Scholar
Deresiewicz, William. Excellent Sheep: The Miseducation of the American Elite and the Way to a Meaningful Life. New York: Free Press, 2015.Google Scholar
Egan, Kieran. The Future of Education. New Haven, CT: Yale University Press, 2008.Google Scholar
Farber, Paul, and Metro-Roland, Dini. Why Teaching Matters: A Philosophical Guide to the Elements of Practice. London: Bloomsbury, 2020.Google Scholar
Frankfurt, Harry. The Reasons of Love. Princeton, NJ: Princeton University Press, 2016.Google Scholar
Harari, Yuval. 21 Lessons for the 21st Century. New York: Spiegel & Grau, 2018.Google Scholar
Hon, Adrian. You’ve Been Played: How Corporations, Governments, and Schools Use Games to Control Us All. New York: Basic Books, 2022.Google Scholar
James, William. “On a Certain Blindness in Human Beings.” In On Some of Life’s Ideals; What Makes a Life Significant. New York: Holt, 1900.Google Scholar
Jackson, Phillip. What Is Education? Chicago: University of Chicago Press, 2016.Google Scholar
Lear, Jonathan. Imagining the End: Mourning and Ethical Life. Cambridge, MA: Harvard University Press, 2022.Google Scholar
Morozov, Evgeny. To Save Everything, Click Here: The Folly of Technological Solutionism. New York: Public Affairs, 2013.Google Scholar
Reich, Rob, Sahami, Mehran, and Weinstein, Jeremy M.. System Error: Where Big Tech Went Wrong and How We Can Reboot. New York: Harper Collins, 2021.Google Scholar
Rorty, Richard. Pragmatism as Anti-Authoritarianism. Cambridge, MA: Harvard University Press, 2021.Google Scholar
Russell, Stuart. Human Compatible: Artificial Intelligence and the Problem of Control. London: Penguin Books, 2019.Google Scholar
Sahlberg, Pasi, and Doyle, William. Let the Children Play: How More Play Will Save Our Schools and Help Children Thrive. New York: Oxford University Press, 2019.Google Scholar
Sandel, Michael. The Tyranny of Merit: What’s Become of the Common Good? New York: Farrar, Straus and Giroux, 2020.Google Scholar
Scheffler, Samuel. Why Worry about Future Generations? Oxford: Oxford University Press, 2010.Google Scholar
Schwitzgebel, Eric. A Theory of Jerks and Other Philosophical Misadventures. Cambridge, MA: MIT Press, 2019.Google Scholar
Shteyngart, Gary. Super Sad True Love Story. New York: Random House, 2010.Google Scholar
Sidorkin, Alexander. Labor of Learning. Leiden: Sense, 2009.Google Scholar
Smith, Justin E. H. The Internet Is Not What You Think It Is: A History, a Philosophy, a Warning. Princeton, NJ: Princeton University Press, 2022.Google Scholar
Tegmark, Max. Life 3.0: Being Human in the Age of Artificial Intelligence. New York: Knopf, 2017.Google Scholar
Vallor, Shannon. Technology and the Virtues; A Philosophical Guide to a World Worth Wanting. New York: Oxford University Press, 2016.Google Scholar
Watters, Audrey. Teaching Machines: The History of Personalized Learning. Cambridge, MA: MIT Press, 2021.Google Scholar
Williams, James. Stand Out of Our Light: Freedom and Resistance in the Attention Economy. Cambridge: Cambridge University Press, 2018.Google Scholar
Wooldridge, Adrian. The Aristocracy of Talent: How Meritocracy Made the Modern World. New York: Skyhorse Publishing, 2021.Google Scholar
Zuboff, Shoshana. The Age of Surveillance Capitalism: The Fight for a Human Future at the New Frontier of Power. New York: Public Affairs, 2020.Google Scholar

Bibliography

Alcoff, Linda Martin. The Future of Whiteness. Bristol: Policy Press, 2015.Google Scholar
Allen, Danielle. Talking to Strangers: Anxieties of Citizenship since Brown v. Board of Education. Chicago: University of Chicago Press, 2004.Google Scholar
Badiou, Alain. “Art and Philosophy,” translated by Jorge Jauregui. Lacanian Ink 17 (2000): 61.Google Scholar
Beaubeouf-Lafontant, Tamara. “A Womanist Experience of Caring: Understanding the Pedagogy of Exemplary Black Women Teachers.” Urban Review 34 (2002): 171186.Google Scholar
Benjamin, Jessica. The Bonds of Love: Psychoanalysts, Feminism, and the Problem of Domination. New York: Pantheon Books, 1988.Google Scholar
Benjamin, Jessica. Like Subjects, Love Objects: Essays on Recognition and Sexual Difference. New Haven, CT: Yale University Press, 1998.Google Scholar
Billings, Gloria Ladson. “Toward a Theory of Culturally Relevant Pedagogy.” American Educational Research Journal 32, no. 3 (1995): 465491.Google Scholar
Blacker, David. What’s Left of the World: Education, Identity and the Post-Work Political Imagination. Winchester: Zero Books, 2019.Google Scholar
Brettschneider, Marla. Democratic Theorizing from the Margins. Philadelphia: Temple University Press, 2004.Google Scholar
Brummer, Chris, and Strine, Leo E.. “Duty and Diversity.” Vanderbilt Law Review 75, no. 1 (2022): 192.Google Scholar
Connolly, William. Pluralism. Durham, NC: Duke University Press, 2005.Google Scholar
Cudd, Ann. Analyzing Oppression. Oxford: Oxford University Press, 2006.Google Scholar
Cummings, Scott, and Pinnel, Charles Wellford III. “Racial Double Standards of Morality in a Small Southern Community: Another Look at Myrdal’s American Dilemma.” Journal of Black Studies 9, no. 1 (1978): 6786.Google Scholar
Dewey, John. Democracy and Education: An Introduction to the Philosophy of Education. New York: Macmillan, 1916.Google Scholar
Dewey, John. “Democracy and Education in the World of Today.” In John Dewey, the Later Works, 1938–1939, edited by Boydston, Jo Ann, 294304. Carbondale: Southern Illinois University Press, 1988.Google Scholar
Du Bois, W. E. B. The Souls of Black Folk. San Bernardino, CA: Millennium Publications, 2014. First published in 1903.Google Scholar
Fanon, Frantz. Black Skin, White Masks, translated by Charles Lynn Markmann. New York: Grove Weidenfeld, 1967.Google Scholar
Feinberg, Walter. What Is Public Education and Why We Need It: A Philosophical Inquiry into Self-Development, Cultural Commitment, and Public Engagement. Lanham, MD: Lexington Books, 2016.Google Scholar
Fields, Karen, and Fields, Barbara. Racecraft: The Soul of Inequality in American Life. Brooklyn: Version Books, 2014.Google Scholar
Fraser, Nancy. “Rethinking the Public Sphere: A Contribution to the Critique of Actually Existing Democracy.” In Habermas and the Public Sphere, edited by Calhoun, Craig, 109142. Cambridge, MA: MIT Press, 1992.Google Scholar
Fraser-Burgess, Sheron. “Accountability and Challenging the Caring Ideal in the Classroom: A Call for Teacher Citizenry.” Educational Studies 56, no. 5 (2020): 456481.Google Scholar
Fukuyama, Francis. Identity: The Demand for Dignity and the Politics of Resentment. New York: Farrar, Straus and Giroux, 2018.Google Scholar
Fukuyama, Francis. Trust: The Social Virtues and the Creation of Prosperity. New York: Free Press, 1995.Google Scholar
Gay, Geneva. Culturally Responsive Teaching: Theory, Research, and Practice. New York: Teachers College Press, 2000.Google Scholar
Gutman, Amy. Identity. Princeton, NJ: Princeton University Press, 2004.Google Scholar
Hegel, G. W. Phenomenology of Spirit, translated by A. V. Miller. Oxford: Oxford University Press, 1977. First published in 1807.Google Scholar
Honig, Bonnie. Political Theory and the Displacement of Politics. Ithaca, NY: Cornell University Press, 1993.Google Scholar
hooks, bell. Teaching to Transgress. New York: Routledge, 1994.Google Scholar
Kallen, Horace M. Culture and Democracy in the United States. New York: Transaction Publishers, 1998.Google Scholar
Kitcher, Philip. Main Enterprise of the World: Rethinking Education. Oxford: Oxford University Press, 2006.Google Scholar
Klein, Ezra. Why We Are Polarized. New York: Avid Reader Press, 2020.Google Scholar
Kohlberg, Lawrence. Essays on Moral Development, vol. 2: The Psychology of Moral Development. New York: Harper and Row, 1984.Google Scholar
Kunzman, Robert. Grappling with the Good: Talking about Religion and Morality in Public Schools. Albany: SUNY Press, 2006.Google Scholar
Laats, Adam. The Other School Reformers: Conservative Activism in American Education. Cambridge, MA: Harvard University Press, 2015.Google Scholar
Layton, Lynne. Toward a Social Psychoanalysis: Culture, Character, and Normative Unconscious Processes. New York: Routledge, 2020.Google Scholar
Layton, Lynne. “Transgenerational Hauntings: Toward a Social Psychoanalysis and an Ethic of Disillusionment.” Psychoanalytic Dialogues 29, no. 2 (2019): 105121.Google Scholar
MacIntyre, Alasdair. After Virtue: A Study in Moral Theory, 3rd ed. South Bend, IN: University of Notre Dame Press, 2007. First published in 1981.Google Scholar
Mann, Horace. “Twelfth Annual Report.” In The Republic and the School: Horace Mann on the Education of Free Men, edited by Cremin, Lawrence A., 8497. New York: Teachers College Press, 1957.Google Scholar
Mawhinney, Lynette, and Rinke, Carol. There Has to Be a Better Way: Lessons from Former Urban Teachers. New Brunswick, NJ: Rutgers University Press, 2019.Google Scholar
McCorkle, William, and Rodriguez, Sophia. “When Nationalism Supersedes Beliefs in Religious Freedom: An Analysis of Teachers’ Beliefs.” Educational Studies 57, no. 2 (2021): 182201.Google Scholar
Mill, John Stuart. “On Liberty.” In On Liberty and the Subjection of Women, edited by Ryan, Alan, 1130. London: Penguin Books, 2006. First published in 1859.Google Scholar
Mills, Charles. The Racial Contract. Ithaca, NY: Cornell University Press, 1997.Google Scholar
Morrison, Toni. Playing in the Dark: Whiteness and the Literary Imagination. Cambridge, MA: Harvard University Press, 1992.Google Scholar
Mounk, Yascha. The People vs. Democracy: Why Our Freedom Is in Danger and How to Save It. Cambridge, MA: Harvard University Press, 2018.Google Scholar
Mutz, Diane. Hearing the Other Side: Deliberative versus Participatory Democracy. Cambridge: Cambridge University Press, 2006.Google Scholar
Myrdal, Gunnar. An American Dilemma: The Negro Problem and Modern Democracy. New York: Taylor and Francis, 2017. First published in 1944.Google Scholar
Paris, Djano, and Alim, H. Samy. Culturally Sustaining Pedagogies. New York: Teachers College Press, 2019.Google Scholar
Ravitch, Diane. The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education. New York: Basic Books, 2010.Google Scholar
Ravitch, Diane. Reign of Terror: The Hoax of the Privatization Movement and the Danger to America’s Public Schools. New York: Vintage, 2014.Google Scholar
Rawls, John. Political Liberalism. New York: Columbia University Press, 1993.Google Scholar
Sandel, Michael. “The Procedural Republic and the Unencumbered Self.” Political Theory 12, no. 1 (1984): 8196.Google Scholar
Santero, Doris. Demoralized: Why Teachers Leave the Profession They Love and How They Can Stay. Cambridge, MA: Harvard Education Press, 2018.Google Scholar
Stephens, Michelle. “Getting Next to Ourselves: The Interpersonal Dimensions of Double-Consciousness.” Contemporary Psychoanalysis 56, nos. 2–3 (2020): 201225.Google Scholar
Taylor, Charles. “Cross Purposes: The Liberal-Communicatarian Debate.” In Philosophical Arguments, 181203. Cambridge, MA: Harvard University Press, 1995.Google Scholar
Taylor, Charles. “The Politics of Recognition.” In Multiculturalism: Examining the Politics of Recognition, edited by Gutman, Amy, 2574. Princeton, NJ: Princeton University Press, 1994.Google Scholar
Taylor, Charles. “Self-Interpreting Animals.” In Human Agency and Language: Philosophical Papers, vol. 1: 4576. Cambridge: Cambridge University Press, 1985.Google Scholar
Taylor, Charles. The Sources of the Self: The Making of the Modern Identity. Cambridge, MA: Harvard University Press, 1989.Google Scholar
Waller, Wilfred. The Sociology of Teaching. London: John Wiley & Sons, 1967. First published in 1932.Google Scholar
Weil, Simone. The Need for Roots: Prelude to a Declaration of Duties toward Mankind, translated by Arthur Wills. London: Routledge, 1949.Google Scholar
Welch, Sharon. A Feminist Ethic of Risk. Minneapolis: Fortress Press, 2000.Google Scholar
Williams, Melissa. “Citizenship as Identity, Citizenship as Shared Fate and the Functions of Multicultural Education.” In Citizenship and Education in Liberal-Democratic Societies: Teaching for Cosmopolitan Values and Collective Identities, edited by McDonough, Kevin and Feinberg, Walter, 208247. Oxford: Oxford University Press, 2003.Google Scholar
Yamaata, Keeanga. How We Get Free: Black Feminism and the Combahee River Collective. Chicago: Haymarket Books, 2017.Google Scholar
Zimmerman, Jon. Whose America? Culture Wars in the Public Schools, 2nd ed. Chicago: University of Chicago Press, 2022.Google Scholar

Bibliography

Aristotle, . Nichomachean Ethics. Indianapolis: Hackett Publishing, 1985.Google Scholar
Cahn, Steven, ed. Philosophy of Education: The Essential Texts. New York: Routledge, 2009.Google Scholar
Clinton, William. “Address before a Joint Session of the Congress on the State of the Union.” January 25, 1994.Google Scholar
Dewey, John. Democracy and Education. New York: Simon & Schuster, 1916.Google Scholar
Dewey, John. Experience and Education. New York: Simon & Schuster, 1938.Google Scholar
Dewey, John. Reconstruction in Philosophy. Boston: Beacon Press, 1920.Google Scholar
Freire, Paulo. Pedagogy of the Oppressed. New York: Continuum International, 1970.Google Scholar
Harlan, Louis. Booker T. Washington: The Wizard of Tuskegee, 1901–1915. Oxford: Oxford University Press, 1986.Google Scholar
Kant, Immanuel. Critique of Pure Reason. New York: St. Martin’s Press, 1929.Google Scholar
Kant, Immanuel. Grounding for the Metaphysics of Morals. Indianapolis: Hackett Publishing, 1981.Google Scholar
King, Martin Luther Jr. “The Purpose of Education.” Stanford University. https://kinginstitute.stanford.edu/king-papers/documents/purpose-education.Google Scholar
Kitcher, Philip. The Main Enterprise of the World: Rethinking Education. New York: Oxford University Press, 2002.Google Scholar
Kultgen, John. Ethics and Professionalism. Philadelphia: University of Pennsylvania Press, 1988.Google Scholar
Kunzman, Robert. Grappling with the Good: Talking about Religion and Morality in Public Schools. Albany: State University of New York Press, 2006.Google Scholar
Levinson, Meira, and Fay, Jacob. Dilemmas of Educational Ethics: Cases and Commentaries. Cambridge, MA: Harvard Education Press, 2018.Google Scholar
Locke, John. Some Thoughts Concerning Education. Cambridge: Cambridge University Press, 1887.Google Scholar
Louden, Robert B., and Kant, Immanuel. “Lectures on Pedagogy (1803).” In Anthropology, History, and Education, edited by Louden, Robert B. and Zöller, Günter, 434485. Cambridge: Cambridge University Press, 2007. doi:10.1017/CBO9780511791925.020.Google Scholar
McClellan, Edward. Moral Education in America. New York: Teachers College Press, 1999.Google Scholar
Mill, John Stuart. Inaugural Address at St. Andrews. 1867.Google Scholar
Nash, Robert. “Real World” Ethics: Frameworks for Educators and Human Service Professionals. New York: Teachers College Press, 2002.Google Scholar
National Institutes of Health. “Genetics vs. Genomics Fact Sheet.” National Human Genome Research Institute. Updated September 7, 2018. www.genome.gov/about-genomics/fact-sheets/Genetics-vs-Genomics#:~:text=All%20human%20beings%20are%2099.9,about%20the%20causes%20of%20diseases.Google Scholar
Noddings, Nel. Caring: A Feminine Approach to Ethics and Moral Education. Los Angeles: University of California Press, 2003.Google Scholar
Noddings, Nel. Educating for Intelligent Belief or Unbelief. New York: Teachers College Press, 1993.Google Scholar
Nord, Warren. Religion and American Education: Rethinking a National Dilemma. Chapel Hill: University of North Carolina Press, 1995.Google Scholar
Plato, . The Republic. New York: Basic Books, 1968.Google Scholar
Plato, . The Trial and Death of Socrates. Indianapolis: Hackett Publishing, 1975.Google Scholar
Rousseau, Jean Jacques. Emile. London: Onion Publishing, 1993.Google Scholar
Strike, Kenneth, and Soltis, Jonas. The Ethics of Teaching. New York: Teachers College Press, 2004.Google Scholar

Bibliography

Alcoff, Linda. “The Problem of Speaking for Others.” Cultural Critique, no. 20 (1991): 5–32. https://doi.org/10.2307/1354221.Google Scholar
Alcoff, Linda. Visible Identities: Race, Gender, and the Self. New York: Oxford University Press, 2006.Google Scholar
Annamma, Subini Ancy, Jackson, Darrell D., and Morrison, Deb. “Conceptualizing Color-Evasiveness: Using Dis/ability Critical Race Theory to Expand a Color-Blind Racial Ideology in Education and Society.” Race Ethnicity and Education 20, no. 2 (2017): 147162. https://doi.org/10.1080/13613324.2016.1248837.Google Scholar
Awkward, Michael. “A Black Man’s Place in Black Feminist Criticism.” In The Womanist Reader: The First Quarter Century of Womanist Thought, edited by Phillips, Layli, 6984. New York: Routledge, 2006.Google Scholar
Ayers, William. Teaching Toward Freedom: Moral Commitment and Ethical Action in the Classroom. Boston: Beacon Press, 2004.Google Scholar
Beauboeuf-Lafontant, Tamara. “A Womanist Experience of Caring: Understanding the Pedagogy of Exemplary Black Women Teachers.” Urban Review 34 (2002): 171186. https://doi.org/10.1023/A:1014497228517.Google Scholar
Beauboeuf-Lafontant, Tamara. “Womanist Lessons for Reinventing Teaching.” Journal of Teacher Education 56, no. 5 (2005): 436445. https://doi.org/10.1177/0022487105282576.Google Scholar
Bonilla-Silva, Eduardo. Racism without Racists: Colorblind Racism and the Persistence of Racial Inequality, 3rd ed. Lanham, MD: Rowman & Littlefield, 2009.Google Scholar
Cannon, Katie. Black Womanist Ethics. Eugene, OR: Wipf and Stock, 1988.Google Scholar
Cherry-McDaniel, Monique. “Skinfolk Ain’t Always Kinfolk: The Dangers of Assuming and Assigning Inherent Cultural Responsiveness to Teachers of Color.” Educational Studies 55, no. 2 (2019): 241251. https://doi.org/10.1080/00131946.2018.1500912.Google Scholar
Coffey, Heather, and Farinde-Wu, Abiola. “Navigating the Journey to Culturally Responsive Teaching: Lessons from the Success and Struggles of One First-Year, Black Female Teacher of Black Students in an Urban School.” Teaching and Teacher Education, 60 (2016): 2433. https://doi.org/10.1016/j.tate.2016.07.021.Google Scholar
Coleman, Monica. “Must I Be a Womanist?Journal of Feminist Studies in Religion 1, no. 22 (2006): 8596.Google Scholar
Collins, Patricia Hill. Another Kind of Public Education: Race, Schools, the Media, and Democratic Possibilities. Boston: Beacon Press, 2009.Google Scholar
Collins, Patricia Hill. Black Feminist Thought: Knowledge, Consciousness, and the Politics of Empowerment. New York: Routledge, 1990/2008.Google Scholar
Collins, Patricia Hill. “Learning from the Outsider Within: The Sociological Significance of Black Feminist Thought.” Social Problems 33, no. 6 (1986): S14S32.Google Scholar
Collins, Patricia Hill. “What’s in a Name? Womanism, Black Feminism, and Beyond.” The Black Scholar 26, no. 1 (1996): 917.Google Scholar
Cone, James H. A Black Theology of Liberation. Maryknoll, NY: Orbis Books, 2010.Google Scholar
Cone, James H. The Cross and the Lynching Tree. Maryknoll, NY: Orbis Books, 2011.Google Scholar
Copeland, M. Shawn. “A Thinking Margin: The Womanist Movement as Critical Cognitive Praxis.” In Deeper Shades of Purple: Womanism in Religion and Society, edited by Floyd-Thomas, Stacy M., 226233. New York: New York University Press, 2006.Google Scholar
Cozart, Sheryl Conrad, and Gordon, Jenny. “Using Womanist Caring as a Framework to Teach Social Foundations.” The High School Journal 90, no. 1 (2006): 915.Google Scholar
Dillard, Cynthia. B. Learning to (Re)member the Things We’ve Learned to Forget: Endarkened Feminisms, Spirituality, & the Sacred Nature of Research & Teaching. New York: Peter Lang, 2012.Google Scholar
Dillard, Cynthia B. On Spiritual Strivings: Transforming an African American Woman’s Academic Life. Albany: State University of New York Press, 2007.Google Scholar
Dixson, Adrienne, and Dingus, Jeannine E.. “In Search of Our Mother’s Gardens: Black Women Teachers and Professional Socialization.” Teachers College Record 110, no. 4 (2008): 805837. https://doi.org/10.1177/016146810811000403.Google Scholar
Douglas, Kelly Brown. “Twenty Years a Womanist: An Affirming Challenge.” In Deeper Shades of Purple: Womanism in Religion and Society, edited by Floyd-Thomas, Stacy M., 145157. New York: New York University Press, 2006.Google Scholar
Du Bois, W. E. B. Black Reconstruction in America: An Essay toward a History of the Part Which Black Folk Played in the Attempt to Reconstruct Democracy in America, 1860–1880. New York: Russell & Russell, 1935.Google Scholar
Du Bois, W. E. B. The Souls of Black Folk, edited by Hayes Edwards, Brent. Oxford: Oxford University Press, 2007. First published in 1903.Google Scholar
Easton-Brooks, Donald. “Ethnic-Matching in Urban Education.” In The Handbook on Urban Education, edited by Milner, H. Richard IV and Lomotey, Kofi, 97113. New York: Taylor & Francis, 2014.Google Scholar
Ellis, Carolyn. The Ethnographic I: A Methodological Novel about Autoethnography. Walnut Creek, CA: Alta Mira Press, 2004.Google Scholar
Farinde-Wu, Abiola. “#Blackwomenatwork: Teaching and Retention in Urban Schools.” Urban Review 50 (2018): 247266. https://doi-org.proxy.bsu.edu/10.1007/s11256–018-0449-x.Google Scholar
Floyd-Thomas, Stacy M., ed. Deeper Shades of Purple: Womanism in Religion and Society. New York: New York University Press, 2006.Google Scholar
Foote, Chandra J.The Challenge and Potential of High-Need Urban Education.” The Journal of Negro Education 74, no. 4 (2005): 371381.Google Scholar
Fricker, Miranda. Epistemic Injustice: Power and the Ethics of Knowing. New York: Oxford University Press, 2007.Google Scholar
Freire, Paulo. Pedagogy of Hope: Reliving Pedagogy of the Oppressed. London: Bloomsbury, 1994.Google Scholar
Gilkes, Cheryl Townsend. “The ‘Loves’ and ‘Troubles’ of African American Women’s Bodies: The Womanist Challenge to Cultural Humiliation and Community Ambivalence.” In Womanist Theological Ethics: A Reader, edited by Townes, Emilie M., Sims, Angela D., and Cannon, Katie Geneva, 8197. Louisville, KY: Westminster John Knox Press, 2011.Google Scholar
Gilligan, Carol. In a Different Voice: Psychological Theory and Women’s Development. Cambridge, MA: Harvard University Press, 1982.Google Scholar
Giroux, Henry A., and Searls Giroux, Susan. Take Back Higher Education: Race, Youth, and the Crisis of Democracy in the Post–Civil Rights Era. New York: Palgrave Macmillan, 2004.Google Scholar
Hall, Stuart. Familiar Stranger: A Life between Two Islands. In Stuart Hall: Selected Writings, edited by Schwarz, Bill. Durham, NC: Duke University Press, 2018.Google Scholar
Hall, Stuart. Representation: Cultural Representations and Signifying Practices. London: Sage Publications, 2013.Google Scholar
hooks, bell. Black Looks: Race and Representation. Boston: South End Press, 1992.Google Scholar
hooks, bell. Reel to Real: Race, Sex, and Class at the Movies. New York: Routledge, 1996.Google Scholar
hooks, bell. Teaching to Transgress: Education as the Practice of Freedom. New York: Routledge, 1994.Google Scholar
Klopfenstein, Kristin. “Beyond Test Scores: The Impact of Black Teacher Role Models on Rigorous Math Taking.” Contemporary Economic Policy 23, no. 3 (2005): 416428. https://doi.org/10.1093/cep/byi031.Google Scholar
Lin, Yi-Chun Tricia. “Review of The Womanist Idea: Contemporary Sociological Perspectives, by Layli Maparyan.” Feminist Formations 26, no. 3 (2014): 199204.Google Scholar
Lindsay-Dennis, LaShawnda. “Black Feminist-Womanist Research Paradigm: Toward a Culturally Relevant Research Model Focused on African American Girls.” Journal of Black Studies 46, no. 5 (2015): 506520.Google Scholar
Lorde, Audre. Sister Outsider: Essays and Speeches. Berkeley, CA: Crossing Press, 2007. First published in 1984.Google Scholar
Maher, Frances A., and Tetreault, Mary Kay. “Frames of Positionality: Constructing Meaningful Dialogues about Gender and Race.” Anthropology Quarterly 66, no. 3 (1993): 118126. https://doi.org/10.2307/3317515.Google Scholar
Maparyan, Layli. The Womanist Idea. New York: Routledge, 2012.Google Scholar
Marr, Vanessa L. (2014). “Ditchin’ the Master’s Gardening Tools for Our Own: Growing a Womanist Methodology from the Grassroots.” Feminist Teacher 24, nos. 1–2 (2014): 99109. https://doi.org/10.5406/femteacher.24.1-2.0099.Google Scholar
McGee, Ebony O., and Stovall, David. “Reimagining Critical Race Theory in Education: Mental Health, Healing, and the Pathway to Liberatory Praxis.” Educational Theory 65, no. 5 (2015): 491511. https://doi.org/10.1111/edth.12129.Google Scholar
Milner, H. Richard IV. “But What Is Urban Education?Urban Education 47, no. 3 (2012): 556561. https://doi.org/10.1177/0042085912447516.Google Scholar
Milner, H. Richard IV, and Lomotey, Kofi. Handbook of Urban Education. Abingdon: Routledge, 2013.Google Scholar
Noddings, Nel. The Challenge to Care in School: An Alternative Approach to Education. New York: Teachers College Press, 1992.Google Scholar
Peters, M. A., and Tesar, M.. “The Critical Ontology of Ourselves: Lessons from the Philosophy of the Subject.” In Beyond the Philosophy of the Subject: An EPAT Post-Structuralist Reader, edited by Peters, M. A. and Tesar, M., viixvii. New York: Routledge, 2016.Google Scholar
Pinn, Anthony B. “What’s the Theological Equivalence of a Mannish Boy? Learning a Lesson from Womanist Scholarship – A Humanist and Black Theologian Response.” In Deeper Shades of Purple: Womanism in Religion and Society, edited by Floyd-Thomas, Stacy M., 275281. New York: New York University Press, 2006.Google Scholar
Quashie, Kevin. The Sovereignty of Quiet: Beyond Resistance in Black Culture. New Brunswick, NJ: Rutgers University Press, 2012.Google Scholar
Roberts, Mari Ann. “Toward a Theory of Culturally Relevant Critical Teacher Care: African American Teachers’ Definitions and Perceptions of Care for African American Students.” Journal of Moral Education 39, no. 4 (2010): 449467. https://doi.org/10.1080.03057241003754922.Google Scholar
Salazar Pérez, Michelle, and Saavedra, Cinthya M.. “Spiritual Activism as a Means for Social Transformation: Womanist and Chicana Feminist Possibilities.” Equity & Excellence in Education 53, no. 3 (2020): 315323.Google Scholar
Sanders, Cheryl J., Gilkes, Cheryl Townsend, Cannon, Katie G., Townes, Emilie M., Copeland, M. Shawn, and hooks, bell. “Roundtable Discussion: Christian Ethics and Theology in Womanist Perspective.” Journal of Feminist Studies in Religion 5, no. 2 (1989): 83112.Google Scholar
Stintos Coloma, Roland. “Decolonizing Urban Education.” Educational Studies 56, no. 1 (2020): 117. https://doi.org/10.1080/00131946.2019.1711095.Google Scholar
Taylor, Keeanga-Yamahtta, ed. How We Get Free: Black Feminism and the Combahee River Collective. Chicago: Haymarket Books, 2017.Google Scholar
Thompson, Audrey. “Caring and Colortalk: Childhood Innocence in White and Black.” In Race-ing Moral Formation: African American Perspectives on Care and Justice, edited by Walker, Vanessa Siddle and Snarey, John R., 2337. New York: Teachers College Press, 2004.Google Scholar
Tilley-Lubbs, Gresilda A.Critical Autoethnography and the Vulnerable Self as Researcher.” In Re-Telling Our Stories: Imagination and Praxis, edited by Tilley-Lubbs, Gresilda A. and Calva, Silvia Bénard, 315. Rotterdam: Sense Publishers, 2016. https://doi.org/10.1007/978-94-6300-567-8_1.Google Scholar
Townes, Emily. M.Ethics as an Art of Doing the Work Our Souls Must Have.” In Womanist Theological Ethics: A Reader, edited by Townes, Emilie M., Sims, Angela D., and Cannon, Katie Geneva, 3550. Louisville, KY: Westminster John Knox Press, 2011.Google Scholar
Townes, Emilie M. Womanist Ethics and the Cultural Production of Evil. New York: Palgrave Macmillan, 2006.Google Scholar
Walker, Alice. In Search of Our Mothers’ Gardens: Womanist Prose. New York: Harcourt, 2011. Kindle. First published in 1983.Google Scholar
Warren, Chezare A., and Coles, Justin A.. “Trading Spaces: Antiblackness and Reflections on Black Education Futures.” Equity & Excellence in Education 53, no. 3 (2020): 382398. https://doi.org/10.1080/10665684.2020.1764882.Google Scholar
Watson, Wanda. “We Got Soul: Exploring Contemporary Black Women Educators’ Praxis of Politicized Care.” Equity & Excellence in Education 51, nos. 3–4 (2018): 362377.Google Scholar
Weems, Renita. “Re-Reading for Liberation: African American Women and the Bible.” In Womanist Theological Ethics: A Reader, edited by Townes, Emilie M., Sims, Angela D., and Cannon, Katie Geneva, 5163. Louisville, KY: Westminster John Knox Press, 2011.Google Scholar
Welsh, Richard O., and Swain, Walker A.. “(Re)Defining Urban Education: A Conceptual Review and Empirical Exploration of the Definition of Urban Education.” Educational Researcher 49, no. 2 (2020): 90100.Google Scholar
Welsh, Richard O., Williams, Sheneka, Little, Shafiqua, and Graham, Jerome. “Examining the Narrative: An Analysis of the Racial Discourse Embedded in State Takeover.” Equity & Excellence in Education 52, no. 4 (2019): 502526. https://doi.org/10.1080/10665684.2019.1691958.Google Scholar
Wilcox, Hui Niu. “Embodied Ways of Knowing, Pedagogies, and Social Justice: Inclusive Science and Beyond.” NWSA Journal 21, no. 2 (2009): 104120.Google Scholar
Williams, Patrick. “Black Looks/Black Light: Med Hondo’s Lumière Noire.” Journal of African Cultural Studies 21, no. 1 (2009): 3342. https://doi.org/10.1080/13696810902986425.Google Scholar