Principled Resistance: How Teachers Resolve Ethical Dilemmas

Front Cover
Doris A. Santoro, Lizabeth Cain
Harvard Education Press, 2018 - Education - 274 pages
Principled Resistance: How Teachers Resolve Ethical Dilemmas brings together senior scholars and activist teachers to explore the concept of resistance as a necessary response to mandates that conflict with their understanding of quality teaching. The book provides vivid examples of the pedagogical, professional, and democratic principles undergirding resistance, as well as the distinct perspective of each of its contributors: teachers who reflect on their acts of principled resistance; teacher educators who study teachers and support their professional growth; and historians who demonstrate that a tradition of teachers' principled resistance has had a significant impact on American society, not only on schools and teaching. They also show the steps teachers take, in their reasoning and in their actions, to resist policies and mandates they are expected to enact.

This volume offers a critical and unique resource for teacher educators who are preparing prospective teachers to navigate the contentious terrain of education politics, teachers who are interested in leading change, and others interested in educational ethics.

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About the author (2018)

Doris A. Santoro is associate professor of education and chair of the Education Department at Bowdoin College. A philosopher of education and teacher educator, she studies professional and pedagogical ethics. She is senior associate editor for the American Journal of Education and has served on the board of directors of the John Dewey Society. She is the author of Demoralized: Why Teachers Leave the Profession They Love and How They Can Stay (Harvard Education Press, 2018).

Lizabeth Cain is an assistant professor at the State University of New York at New Paltz, where she teaches methods for teaching elementary social studies. Her research emphasizes teacher perspectives about good teaching and the cultivation of democratic and constructivist classrooms.

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