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Chapter Assigned Readings

EDPS410 Chapter Notes - Chapter Assigned Readings: Cyberbullying


Department
Education - Policy Studies
Course Code
EDPS410
Professor
Michelle Hawks
Chapter
Assigned Readings

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EDPS410Readings  1
January8thIntroductiontoEthics
Crook&TruscottReadingChapter1
● professionalethicsaredifferentfrompersonalethics
● tomakeanethicaldecisionneed:awareness,knowledge,skills
● MainEthicalSystems/Perspectives
○ Teleological/consequentialist
■ utilianism
■ basedonconsequencesoftheaction
■ ruleutilitarianismactinaccordancetorulesformostgood
■ tendencytoignoreminorities
○ Deontological
■ everyonemustbetreatedequally
■ reliesonabsolute/universalprinciples
● Ethicalprinciples
○ Respectforautonomyhonouringdignityofeveryone
○ Nonmaleficencenotinflecting/intendingtoinflictharm
○ Beneficenceactivelyworkingforthewellbeingofothers
○ Fidelitytrust,faithfulness,loyalty,honesty,loyalty
○ Justiceactingfairly
● teachersneedtobeethicalbecauseoftheirinfluence
Crook&TruscottReadingChapter12
● intuitivedecisions
● inchallengingsituationsuseamodel(atleastforjustification)criticalevaluative
● Ingeneralneedto:
○ identifyneedsandrightsofpeopleinvolved
○ identifyrelevantethicalvalues/principales
○ considerpersonalvalues/biases/stress/interests
○ developviablecourseofaction
○ analyzealternativecoursesofaction
○ chooseacourseofaction
○ evaluateconsequenceandresponse(reflect)
StarrattReadingBuildinganEthicalSchool
● Ethicalschool:“schoolbasedmanagement,teacherempowerment,andparticipatory
decisionmaking,thenschoolswillbe….enabledtoexercisegreaterautonomy.”(188)
○ Moreautonomy=increasedmoraleffort
Threemainethics:critique,justice,andcaring 
● EthicofCritique
○ Startswithacritiqueofperspective/mindset→Teachingmethods,objectives,
goalsetc.

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EDPS410Readings  2
○ Whobenefits?Whodefinestheway____isstructuredandwhatisvalued?What
groupisdominate?
○ Focusonfiguringoutwhatgroupsareadvantaged/disadvantagedandfindingout
whythathappened
○ Focusedonsocialjusticeandhumandignity
● EthicofJustice
○ providesa‘solution’orwaytoreconstructsocialorder
○ Expandsonethicofcritique
○ basedonhumanreason/rationalityand/ormorality/humanity
○ focusplacedonboththeindividualandcommunity
● EthicsofCaring
○ focusesmoreontheindividualwhatsomeoneviewsasjust
○ Focusonhumandignitywhatisbest
○ Focusonmotives
● Argument:Theseethicsneedtobeusedtogethertocreateethicalschools
NoddingsReadingMoralEducationandCaring
● Caring=empathyconsideringhowtheyfeel(nothowyouwouldfeelintheirshoes)
● moraleducationcan/shouldbeusedtoincreasemorality
● reasoningisthebasisofmorality
January13th/15thProfessionalEthics&TheInterestsoftheChild
McGillivrayReadingChildren’srights,parentalpower(page2154)
● Historical:Patriapotestas(p.25),Parenspatriae(p.26),Inlocoparentis(p.31)
○ ChildrenweretreatedaspropertyinRomanLaw
○ Patriapotestas:Parentshaveauthority
○ Parenspatriae:Statehasauthority,stillinvolvestheparents
○ Inlocoparentis:Inplaceoftheparent(Teachers)

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EDPS410Readings  3
● 1990’s:Childrenwereestablishedashavingrights,equivalenttoAdults’rights
● ConventionfromGenevaconference(1924)talksaboutchildren'srightsinrelationto
parentalrights(ex.notesthatparentalrightsmustbeconsidered,seepage24)
○ LotsofcontradictionsinCanadanotreallyfocusedonChildren
○ Effortshavebeenstalled/dropped
● Custodyrightshavebecomeachild’sright,whogetscustodyisbasedonwhat’sbestfor
thechild,wheninthepastFather’swouldhavehadcustodyrights.Parentsarerequired
topromotethechild’srights
● Section43:“Everyschoolteacher,parentorpersonstandingintheplaceofaparentis
justifiedinusingforcebywayofcorrectiontowardapupilorchild,asthecasemaybe,
whoisunderhiscare,iftheforcedoesnotexceedwhatisreasonableinthe
circumstances.”
○ Custodyisconsideredachild’srightbutthisisaparentsright
○ Thechildmustbewith2to12
● Ideaofthearticle:rightsofthechildhavebepoorlychosen→“TheSupremeCourt’s
preservationofanarchaicrelicofpotestasisunpersuasivelydisguisedbyaverymodern
concernforthechild.Section43doesnotaddresstheneedsofchildren,nordoesithave
thebenignpurposeascribed.”(42)
○ ‘Parentalrights’aremoreaboutownershipandcontrol.“Patriapotestasisabout
paternalownershipofchildren,childrenaschattel.”(43)
○ Therehasonlybeenapartialshiftfromthe‘parental’rightstotherightsofachild
● ZeroSumGame:parentsloserightsinorderforchildrentogainrights
● BestInterestsoftheChild:fiduciaryduty
○ Interestsfromtheperspectiveofauthority(ex.Eatoncase)
ArnotReadingCompassion,Caring,andJustice
● “refusescommonlyhavejustoneremainingidentitythatofbeingstatelessand
statusless”(page294)
○ migrantchildrenaretreatedfirstasmigrantbythejusticesystemratherthan
childrenfirst 
● UNConventionoftherightsofthechild(1989):allchildrenhaverightsincludingcare,
education,andtobeconsulted,
● Governmentistoofocusedontryingtoreduceimmigration
○ strategyofdeportingdependentchildrentogetridoffamilies,alsodetentionof
familieswithchildren
○ studentsareoftensenttoillequippedschools
● Studyfoundthatteachersseemigrantchildrenaschildrenfirstandstudentsecond
○ tendtobeawareofproblems,concerns,andissuesifinvolvedwithrefugee
students
○ pityisnothelpfulcompassionandinclusiveness.
○ “lackoflegalentitlement”(256)
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