118
Views
8
CrossRef citations to date
0
Altmetric
Articles

A paradigm shift in education: pedagogy, standpoint and ethics of care

Pages 238-247 | Received 30 Jun 2016, Accepted 05 Nov 2016, Published online: 11 Jan 2017

References

  • Alcoff, L. (1988). Cultural feminism versus post-structuralism: The identity crisis in feminist theory. Signs: Journal of Women in Culture and Society, 13, 405–436.10.1086/494426
  • Anzaldúa, G. (1999). Borderlands/La Frontera: The New Mestiza. San Francisco, CA: Spinsters/Aunt Lute Books.
  • Ashcroft, B., Griffiths, G., & Tiffin, H. (1995). The post-colonial studies reader. London: Routledge.
  • Aveling, N. (2004). Critical whiteness studies and the challenges of learning to be a ‘White Ally’. Borderlands e-journal, 3(2), 1–43.
  • Biesta, G. (2013). The beautiful risk of education. London: Paradigm Publishers.
  • Booker, K. (2004). Exploring school belonging and academic achievement. Curriculum and Teaching Dialogue, 6, 131–143.
  • Borland, K. (1991). “That’s not what I said”: Interpretive conflict in oral narrative research. In S. Gluck & D. Patai (Eds.), Women’s words: The feminist practice of oral history (pp. 63–76). London: Routledge.
  • Bourdieu, P. (1984). Distinction. A social critique of the judgment of taste. London: Routledge.
  • Bourdieu, P., & Passeron, J. (1990). Reproduction in education, society and culture. London: Sage.
  • Burns, R. (1997). Introduction to research methods. Melbourne: Addison Wesley Longman.
  • Butler, J. (1993). Bodies that matter: On the discursive limits of “sex”. New York, NY: Routledge.
  • Cannon, K. G. (1988). Black womanist ethics. Atlanta, GA: Scholar’s Press.
  • Cooks, L. (2003). Pedagogy, performance, and positionality: Teaching about whiteness in interracial communication. Communication Education, 52, 245–257.10.1080/0363452032000156226
  • Cox, E. (1995). A truly civil society. 1995 Boyer lectures. Sydney: ABC Books.
  • Davies, M., & Seuffert, N. (2000). Knowledge, identity, and the politics of law. Hastings Women’s Law Journal, 11, 259–290.
  • Denzin, N., & Lincoln, Y. (1994). The handbook of qualitative research. CA: Sage.
  • Fine, M., Weis, L., Weseen, S., & Wong, L. (2000). For whom? Qualitative research, representations, and social responsibilities. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (2nd ed. pp. 107–132). Thousand Oaks, CA: Sage.
  • Foster, H. (1984). Re: Post. In B. Wallis (Ed.), Art after modernism (pp. 189–201). New York, NY: The New Museum of Contemporary Art.
  • Gaita, R. (2000). A common humanity: Thinking about love & truth & justice. London: Routledge.
  • Gilligan, C. (1982). In a different voice. Cambridge: Havard University Press.
  • Giroux, H. (2005). Border crossings, cultural workers and the politics of education. New York, NY: Routledge.
  • Harding, S. (2004). The feminist standpoint theory reader, intellectual and political controversies. New York, NY: Routledge.
  • Kincheloe, J., & McLaren, P. (2000). Rethinking critical theory and qualitative research. In N. Denzin & Y. Lincoln (Eds.), The handbook of qualitative research. CA: Sage.
  • Kincheloe, J., & Steinberg, S. (2000). Addressing the crisis of whiteness: Reconfiguring white identity in a pedagogy of whiteness. In J. Kincheloe, S. Steinberg, N. Rodriguez, & R. Chenault (Eds.), White reign: Developing whiteness in America (pp. 3–20). New York, NY: Saint Martins Griffin.
  • Ladson-Billings, G. (2000). Radicalized discourses and ethnic epistemologies. In N. K. Denzin & Y. L. Lincoln (Eds.), The handbook of qualitative research (2nd ed., pp. 257–278). CA: Sage.
  • MacGill, B., & Blanch, F. (2013). Indigenous students’ wellbeing and the mobilisation of ethics of care in the contact zone. The Australian Journal of Teacher Education, 38(2). Retrieved from http://ro.ecu.edu.au/ajte/vol38/iss2/10/
  • McConaghy, C. (2000). Rethinking Indigenous education. Culturalism, colonialism and the politics of knowing. Flaxton: Post Pressed.
  • McInerney, D., & McInerney, V. (2002). Educational psychology: Constructing learning. Sydney: Prentice Hall.
  • Moran, S. (2004). White lives in focus: Connecting social praxis, subjectivity and privilege. Borderlands E-Journal, 3(2). Retrieved from www.borderlandsejournal.adelaide.edu.au.
  • Nakata, M. (1998). Anthropological texts and Indigenous standpoints. Journal of Aboriginal Studies, 2, 3–15.
  • Noddings, N. (1984). Caring: A feminine approach to ethics and moral education. Berkeley: University of California Press.
  • Noddings, N. (2001). The care tradition: Beyond “add women and stir”. Theory Into Practice, 40, 29–34.10.1207/s15430421tip4001_5
  • Olesen, V. (2000). Feminism and qualitative research at and into the millennium. In N. Denzin & Y. Lincoln (Eds.), The handbook of qualitative research (2nd ed., pp. 215–256). CA: Sage.
  • Partington, G. (1998). Perspectives on aboriginal and Torres Strait Islander education. New Delhi: Social Sciences Press.
  • Rigney, L. I. (1999). Internationalization of an indigenous anti-colonial cultural critique of research methodologies: A guide to indigenist research methodologies and its principles. Emergent Ideas in Native American studies, 14, 109–121.
  • Rigney, D., Rigney, L. I., & Hughes, P. (1998). Report on aboriginal students and the South Australian certificate of education (SACE). Adelaide: SSABSA.
  • Rolon-Dow, R. (2005). Critical care: A color(full) analysis of care narratives in the schooling experiences of Puerto Rican girls. American Educational Research Journal, 42, 77–111.10.3102/00028312042001077
  • Sarra, C. (2003). Young and black and deadly: Strategies for improving outcomes for Indigenous students. Paper No. 5, Quality teaching series, practitioner perspectives. Canberra: ACT, Australian College of Educators.
  • Sevenhuijsen, S. (1998). Citizenship and the ethics of care. Feminist considerations on justice, morality and politics. London: Routledge.
  • Tatum, D. (1994). Teaching white students about racism: The search for white allies and the restoration of hope. Teachers College Record, 95, 462–476.
  • Taylor, M. (1994). Deconstruction in context. Chicago, IL: University of Chicago Press.
  • Thompson, A. (1998). Not the color purple: Black feminist lessons for educational caring. Harvard Educational Review, 68, 522–553.10.17763/haer.68.4.nm436v83214n5016
  • Townshend-Smith, R. (1989). Sex discrimination in employment: Law, practice and policy. London: Sweet & Maxwell.
  • Walkerdine, V. (1992). Progressive pedagogy and political struggle. In C. Luke & J. Gore (Eds.), Feminisms and critical pedagogy (pp. 15–25). New York, NY: Routledge.
  • Wiegman, R. (1999). Whiteness studies and the paradox of particularity. Boundary 2, 26, 115–150.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.