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Abstract
Our responsibility as educators is to encourage our students to engage their minds and imaginations in visioning for themselves ethical frameworks that will serve them well as they experience the chaos of living. We consider how to facilitate seeing and creating the world differently by reframing ideas and enlivening them through alternative media forms. Through their own investigations, actions, perceptions and engagements, students construct their own realities. We provide an example of how both students and their teachers can empower an emancipatory framing through the use of reflection, metaphor and story.
Acknowledgement
The authors wish to acknowledge the support provided by the Center for Professional Integrity and Accountability, Portland State University.
Notes
A position legally codified in the USA (Greenfield, Citation2006).
This assumes that the human condition is inextricably connected to enhancing natural, social, and economic systems (Capra, Citation1996).
This is true for any social institutions, not just within the economic sector.
Rights represent privileges accruing to an individual or group.
Here we would generally include financial, human, natural and technological resources.
Responsibilities are the obligations accruing from the societal privileges granted through the rights bestowed.
These ideas have evolved from Yuthas and Dillard Citation(1999), Dillard and Yuthas Citation(2001), Dillard (Citation2007; Citation2008) and Niebuhr Citation(1963).
We are not implying that this is not currently being done, only that we must be ever vigilant in ensuring its inclusion and continued relevance.
The professional certification examination process in the USA encourages the technical focus of accounting education wherein the student incurs a significant proportion of the training costs as part of his/her university training.
This seems particularly the case in US doctoral programs (Fogarty and Ruhl, Citation1996; Schwartz et al., Citation2005; Tuttle and Dillard, Citation2007).