What Makes a Response to Schoolroom Wrongs Permissible?

Autor/in	Coverdale, Helen Brown
Titel	What Makes a Response to Schoolroom Wrongs Permissible?
Quelle	In: Theory and Research in Education, 18 (2020) 1, S.23-39 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Coverdale, Helen Brown)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1477-8785
DOI	10.1177/1477878520912997
Schlagwörter	Punishment; Discipline; Caring; Justice; Behavior Problems; Ethical Instruction; Modeling (Psychology); Classroom Techniques + Suchen Sie Ihr Suchwort? Bestrafung; Disziplin; Care; Pflege; Sorge; Betreuung; Gerechtigkeit; Ethics instruction; Teaching of ethics; Ethikunterricht; Modeling; Modelling; Modellierung; Klassenführung
Abstract	Howard's moral fortification theory of criminal punishment lends itself to justifying correction for children in schools that is supportive. There are good reasons to include other students in the learning opportunity occasioned by doing right in response to wrong, which need not exploit the wrongdoing student as a mere means. Care ethics can facilitate restorative and problem-solving approaches to correction. However, there are overriding reasons against doing so when this stigmatises the wrongdoing student, since this inhibits their learning. Responses that avoidably stigmatise students impermissibly undermine both the developmental ethos of education, and students' recognition and respect for each other as equals. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01