Developing robust action-guiding theory:
Helping teachers use professional ethics and the moral imagination to decide how best to action equity
This project asks three types of questions: descriptive, interpretative and normative.
- How do educators define social justice and recognise dilemmas of equity in schooling?
- What roles should teachers’ sociocultural enactments, reconstructions and replications of professional ethics take in the moral culture of schools and how do they contribute to the discourses of equity and the ‘good’ teacher?
- What might useful ‘action-guiding’ theory look like, that would actually help teachers making normative judgements about equity in the complex environment of school?
The main aim of this work is to develop a robust methodological stance to investigate a project that brings philosophy into dialogue with empirical educational research.
To date, no Australian research like this has been undertaken specifically in the compelling dilemmatic spaces of teacher professional ethics.
Dr Daniella Forster from Education is the Project Lead.
The University of Newcastle acknowledges the traditional custodians of the lands within our footprint areas: Awabakal, Darkinjung, Biripai, Worimi, Wonnarua, and Eora Nations. We also pay respect to the wisdom of our Elders past and present.