東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

FindBook

Google Book

Amazon

博客來

Students, Teachers, and Conflict's Moral Fabric: Ethical Inquiry in Practice.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Students, Teachers, and Conflict's Moral Fabric: Ethical Inquiry in Practice./
作者:	Westover, Andrew.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
面頁冊數:	97 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-12, Section: A.
Contained By:	Dissertations Abstracts International83-12A.
標題:	LGBTQ studies. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29208804
ISBN:	9798819381632

Students, Teachers, and Conflict's Moral Fabric: Ethical Inquiry in Practice.
Westover, Andrew.

Students, Teachers, and Conflict's Moral Fabric: Ethical Inquiry in Practice. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 97 p.

Source: Dissertations Abstracts International, Volume: 83-12, Section: A.

Thesis (Ph.D.)--Harvard University, 2022.

This item must not be sold to any third party vendors.

Teacher/student conflict is a daily reality in educational settings, but there is little consensus regarding how students and teachers should engage ethically after moral wrongdoing. This dissertation sensitizes readers to the problem space of teacher/student conflict, and the possibilities of ethical analysis, in a normative context that asks "what ought one do?". Through a series of case studies, this dissertation identifies how interpersonal conflict between students and teachers holds significant (and often overlooked) moral dimensions. Three cases leverage insights from various scholars (including moral theorists like Hannah Arendt and Alice MacLachlan, and queer theorists like Eve Kosovsky Sedgwick and Sarah Schulman) to observe facets of each case. The case analyses illuminate the moral texture of student/teacher relationships and various postures, commitments, and avenues actors can pursue post-conflict. Instead of presenting a unified, linear path toward universal reconciliation, this dissertation proposes component elements-including but not limited to acknowledgement of wrongdoing, shared moral understandings, durational commitment, and context-responsive ways forward-as fruitful ethical pathways for teachers and students to cultivate better learning ecosystems.

ISBN: 9798819381632Subjects--Topical Terms:

2122706
LGBTQ studies.
Subjects--Index Terms:

Conflict

Students, Teachers, and Conflict's Moral Fabric: Ethical Inquiry in Practice.
LDR:02412nmm a2200361 4500 001 2351603
005 20221107090136.5
008 241004s2022 ||||||||||||||||| ||eng d
020 $a 9798819381632
035 $a (MiAaPQ)AAI29208804
035 $a AAI29208804
040 $a MiAaPQ $c MiAaPQ
100 1 $a Westover, Andrew. $0 (orcid)0000-0001-7121-3757 $3 3691178
245 1 0 $a Students, Teachers, and Conflict's Moral Fabric: Ethical Inquiry in Practice.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2022
300 $a 97 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-12, Section: A.
500 $a Advisor: Elgin, Catherine Z.
502 $a Thesis (Ph.D.)--Harvard University, 2022.
506 $a This item must not be sold to any third party vendors.
520 $a Teacher/student conflict is a daily reality in educational settings, but there is little consensus regarding how students and teachers should engage ethically after moral wrongdoing. This dissertation sensitizes readers to the problem space of teacher/student conflict, and the possibilities of ethical analysis, in a normative context that asks "what ought one do?". Through a series of case studies, this dissertation identifies how interpersonal conflict between students and teachers holds significant (and often overlooked) moral dimensions. Three cases leverage insights from various scholars (including moral theorists like Hannah Arendt and Alice MacLachlan, and queer theorists like Eve Kosovsky Sedgwick and Sarah Schulman) to observe facets of each case. The case analyses illuminate the moral texture of student/teacher relationships and various postures, commitments, and avenues actors can pursue post-conflict. Instead of presenting a unified, linear path toward universal reconciliation, this dissertation proposes component elements-including but not limited to acknowledgement of wrongdoing, shared moral understandings, durational commitment, and context-responsive ways forward-as fruitful ethical pathways for teachers and students to cultivate better learning ecosystems.
590 $a School code: 0084.
650 4 $a LGBTQ studies. $3 2122706
650 4 $a Philosophy. $3 516511
653 $a Conflict
653 $a Forgiveness
653 $a Moral education
653 $a Moral theory
653 $a Queer theory
690 $a 0492
690 $a 0422
710 2 $a Harvard University. $b Education. $3 3556180
773 0 $t Dissertations Abstracts International $g 83-12A.
790 $a 0084
791 $a Ph.D.
792 $a 2022
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29208804