Emotions and ethics: A Foucauldian framework for becoming an ethical educator

Niesche, Richard and Haase, Malcom (2010) Emotions and ethics: A Foucauldian framework for becoming an ethical educator. Educational Philosophy and Theory, xx xx: 1-13. doi:10.1111/j.1469-5812.2010.00655.x

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Author Niesche, Richard
Haase, Malcom
Title Emotions and ethics: A Foucauldian framework for becoming an ethical educator
Journal name Educational Philosophy and Theory   Check publisher's open access policy
ISSN 0013-1857
Publication date 2010
Sub-type Article (original research)
DOI 10.1111/j.1469-5812.2010.00655.x
Open Access Status File (Author Post-print)
Volume xx
Issue xx
Start page 1
End page 13
Total pages 13
Place of publication Oxford, United Kingdom
Publisher Wiley-Blackwell Publishing
Language eng
Abstract This paper provides examples of how a teacher and a principal construct their ‘ethical selves’. In doing so we demonstrate how Foucault's four-part ethical framework can be a scaffold with which to actively connect emotions to a personal ethical position. We argue that ethical work is and should be an ongoing and dynamic life long process rather than a more rigid adherence to a ‘code of ethics’ that may not meaningfully engage its adherents. We use Foucault's four-part framework of ethical practice as a framework through which an ‘ethical self’ can be purposely constructed. This is important work, as those who have authority over others must know how to monitor themselves against the misuse of the power of their positions.
Keyword Ethics
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status Non-UQ
Additional Notes Early View, Article first published online: 21 JUN 2010

Document type: Journal Article
Sub-type: Article (original research)
Collection: School of Education Publications
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Citation counts: TR Web of Science Citation Count  Cited 5 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 7 times in Scopus Article | Citations
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Created: Wed, 22 Jun 2011, 09:33:15 EST by Claire Backhouse on behalf of School of Education