Education in hope: Critical pedagogies and the ethic of care

Title: Education in hope: Critical pedagogies and the ethic of care
Identifier: d_2009_2013:f466babc7d49:10203
identifier: 10349
Creator: Monchinski, Tony,
Contributor: Marshall Berman
Date: 2009
Language: English
Publisher: City University of New York.
Subject: Political science | Educational philosophy | Philosophy | critical pedagogy | ethic of care | femnist pedagogy | John Dewey | Paulo Freire
Abstract: In the last half of the twentieth-century, critical pedagogies developed to challenge dominant educational models. While critical pedagogies have long argued that ethics is at the heart of their endeavors, the details of the ethical models reflected by critical pedagogies has gone largely unexamined. This dissertation argues that the critical pedagogies of John Dewey, Paulo Freire, and a group of scholar/activists working within the fold of feminist pedagogy all reflect an ethic of care. Carol Gilligan first introduced the concept behind an ethic of care in the early 1980s. Subsequent work within the field of feminist ethics, psychology, and education has expanded and refined the concept of an ethic of care. This dissertation seeks to make clear the connections between critical pedagogies and an ethic of care.
Type: dissertation
Source: 2009_2013.csv
degree: Ph.D.
Program: Political Science