This book provides much-needed perspectives on ethics in education by focusing on the often-overlooked contributions of scholars from the Global South. It challenges traditional, Western-centric ethical frameworks in education by emphasising the importance of Indigenous knowledge systems, decolonial approaches and culturally relevant ethical practices. By addressing the ethical challenges and dilemmas in teaching through the lenses of Africa, Latin America and other regions of the Global South, the book opens a critical dialogue about how these regions have shaped and continue to shape ethical norms in their educational systems. The inclusion of diverse ethical perspectives makes this work distinctive, offering a rich, multifaceted view of teaching ethics that goes beyond conventional Western paradigms.
Introduction: Teaching and ethics - contextual complexities and tensions
(Nuraan Davids and Samuel Mendonça).- Part I: Conceptual Understandings of
Ethics.
Chapter
1. An introduction to morality and ethics (Mauro Cardoso
Simões and Rodolfo Bassani).
Chapter
2. Teaching Ubuntu: pedagogical
considerations at a South African University (Precious Simba).
Chapter
3.
Loób, Kapwa, and Educational Attunement: reimagining the role of the
classroom teacher (Rowena Athena Azada-Palacios and Pamela Joy Capistrano).-
Chapter 4.Childhood and ancestry: notes inspired by Ubuntu ethics (Ellen de
Lima Souza and Walter Omar Kohan).-Part II: Teaching ethically.
Chapter
5.Ethical quandaries in education: an exposition of moral contests in
post-colonial Africa (Agrippa Chingombe and Simon Vurayi).
Chapter
6. The
ethical challenge of language in postcolonial educational systems: the case
of middle-tier private schools in Pakistan (Saulat Pervez).
Chapter
7.
Anticolonial teaching: an ethical approach from the Global South (Rubens
Lacerda de Sá).
Chapter
8. Issues of ethics of care in practices in
South-East Asian schools (Eisuke Saito).- Part III: Educational Policies and
Ethical Practices.
Chapter
9. Historical silences, fissures and divergences:
the social sciences curriculum in Brazil (Adélia Miglievich Ribeiro and
Aristeu Portela Jr.).
Chapter
10. Developing a decolonial lens to assess
ethics education in Pakistans National Curriculum (2022 Draft) (Rukhsana Zia
and Mai Zaki).
Chapter
11. Ethics, Identity, and Policy in Chinese Early
Childhood Education: Shaping Teachers in the New Era (Jingyi Wang, Kiri Gould
and Marek Tesar).
Chapter
12. Poverty as a fundamental ethical element of
Higher Education (Ana Elisa Spaolonzi de Queiroz Assis, Guilherme Perez
Cabral, and Luis Renato Vedovato).- Concluding reflections: Reimagining
ethical teaching: postcolonial and decolonial frames for another education
(Samuel Mendonça and Nuraan Davids).
Nuraan Davids is Professor of Philosophy of Education at Stellenbosch University, South Africa. Her research interests include democratic citizenship, Islamic philosophy of education and philosophy in higher education. She is co-cditor of the World Issues in Philosophy and Theory of Higher Education book series.
Samuel Mendonça is Professor of Philosophy and Education at PUC-Campinas, Brazil. He is Visiting Scholar at Teachers College, Columbia University, USA. His research focuses on ethics, philosophy of education, sustainability, decoloniality and democratic education.
