Full Description
Teaching, Responsibility, and the Corruption of Youth explores the concept and practice of responsibility in education and teaching in the new post-Cold War era after the long run of globalization and liberal internationalism has been disrupted by the rise of populism, anti-immigration sentiments and new forms of terrorism. The old liberal values and forms of tolerance have been questioned. Responsibility is a complex concept in our lives with moral, social, financial and political aspects. It embraces both legal and moral forms, and refers to the state of being accountable or answerable for one's actions implying a sense of obligation associated with being in a position of authority such as a parent, teacher or guardian having authority over children. First used with schools in 1855, the concept's legal meaning was only tested in the 1960s when student conduct, especially when materially affecting the rights of other students, was not considered immune by constitutional guarantees of freedom.
This volume investigates the questions left with us today: What does responsibility mean in the present era? Does loco parentis still hold? What of the rights of students? In what does teacher responsibility consist? Can student autonomy be reconciled with market accountability? To what extent can responsibility of or for students be linked to 'care of the self' and 'care for others'? And, most importantly, to what extent, if any, can teachers be held accountable for the actions of their students?
Contents
Preface and Acknowledgements
Introduction: Teaching, Philosophy and the Education of Youth
1 Philosophy, Education and the Corruption of Youth: From Socrates to Islamic Extremists
Introduction
Youth, Moral Development and Indoctrination
The Case of Socrates - A Teacher Accused of Corrupting Youth
Education, Dissent, Indoctrination and Corrupting Youth - Contemporary Exemplars
Conclusion
2 Heidegger, De-Nazification and the Art of Teaching
Introduction
Heidegger as Teacher
Heidegger's Comportment and the Art of Teaching
3 Truth-Telling as an Educational Practice of the Self: Foucault, Parrhesia and the Ethics of Subjectivity
Introduction
Foucault on the Truth: From Regimes to Games of Truth
Parrhesia, Education and Practices of Truth-Telling
Conclusion: Foucault and the Prospects for Parrhesiastical Education
4 Interculturalism, Ethnocentrism and Dialogue
Introduction: Interculturalism and Ethnocentrism
Dialogue
Conclusion
5 Understanding the Sources of Anti-Westernism: An Interview with Jan Nederveen Pieterse
6 Islam and the End of European Multiculturalism? From Multiculturalism to Civic Integration
Introduction
From Multiculturalism to the Crisis of Civic Integration
David Camerons 2011 Speech at the Munich Security Conference
Education and the Rise of Terrorism Studies
Reactions to Islamic Extremism: Hate Preachers and Poisonous Narratives
Radicalization as 'Education'
The Crisis of Integration
&emps;Appendix
7 'Western Education Is Sinful': Boko Haram and the Abduction of Chibok Schoolgirls
Introduction
8 Global Citizenship Education: Politics, Problems and Prospects
Introduction
9 The Refugee Crisis and the Right to Political Asylum
Introduction
10 The Refugee Crisis in Europe: Words without Borders
'Refugee Blues,' by W.H. Auden
From 'A Mother in a Refugee Camp', by Chinua Achebe
'From Home', by Warsan Shire
From 'When I am Overcome by Weakness', by Najat Abdul Samad
From 'I Am a Refugee', by Mohamed Raouf Bachir
11 From State Responsibility for Education and Welfare to Self-Responsibilization in the Market
Introduction
12 Pedagogies of the Walking Dead: Diminishing Responsibility for Social Justice in a Neoliberal World
Introduction: Zombie Theory
Responsibilization and Deprofessionalization
Responsibilizing Teachers: The International Agencies
Neoliberalism and Teachers
Conclusion: Education for Ecological Democracy
Democracy, Yet Again
Ecological Democracy
Origins and Possibilities
Education for Ecological Democracy
Postscript: The End of Neoliberal Globalization and the Rise of Authoritarian Populism
