Literature and environmental ethics

This thesis contends that literature which reflects, and is informed by (whether consciously or not), reconstructive postmodern ecology is not a static literature but by representing and confronting the underpinning causes that have led humanity to violence, literature generates new engagements and the potential to reconstruct - ethically, cognitively, perceptually- alternative ways of being-in-the-world for political ends.

Seeing 'things' differently : recognition, ethics, praxis

This essay focuses on the recent introduction by the Australian Federal Government of standardised literacy testing in all states across Australia (that is, the National Assessment Program – Literacy and Numeracy, or NAPLAN), and explores the way this reform is mediating the work of English literacy educators in primary and secondary schools. We draw on data collected as part of a research project funded by the Australian Research Council, involving interviews with teachers about their experiences of implementing standardised testing. These interviews indicate that the introduction of standardised testing does not merely constitute an additional part of teachers” workloads, but that it is having a significant impact on their identity as language educators, their understanding of curriculum and pedagogy, and the relationships they seek to maintain with their students. By introducing the NAPLAN tests, the Australian Federal Government is going down the path of other neo-liberal governments around the world. No doubt the story we tell will be familiar to readers in other countries. Our aim, however, is more than simply to give yet another account of the tensions experienced by committed language and literacy teachers as they implement neoliberal policy mandates. Key questions for us include: Why is the Australian government persisting with such policies, even when they have had such dubious consequences (teaching to the test, dumbing down, and so on.) in other national settings? How might educators resist these reforms? What intellectual resources might enable us to articulate an alternative vision of language education to that imposed by neoliberal reforms?
We present an account of conversations with a group of teachers in a primary school in the northern suburbs of Melbourne, not in order to make large claims about how the profession in Australia as a whole judges standards based reforms, but because their talk prompts reflection about the possibility of resisting such policy initiatives. Our impulse is largely a philosophical one – we are raising questions about how neoliberal reforms construct teachers and their students, what they presuppose about the nature of life and its potential, and how educators might dissent from the world view that is being imposed. And rather than simply investigating how teachers are grappling with standards-based reforms, as though it is yet again a matter of putting teachers under the spotlight, we also raise questions about the responsibility of academics and teacher educators to maintain a critical standpoint within the policy environment created by such changes.

Ethics education in accounting curricula : evidence from Malaysia

This study reveals that the extent to which accounting academics integrate ethics in their teaching is significantly and positively associated with the belief in their ability to teach ethics, which is found to be a function of peer support, Head of Department leadership and their own attitudes towards ethics education.

Renaturalising : Lacan's ethics and Nietzsche's critique of platonism

‬This thesis examines how Lacan's ethics of psychoanalysis might contribute to our understanding of Nietzsche's critique of Platonism.

Doing research with teachers, parents and students : the ethics and politics of collaborative research

Truly collaborative research partnerships between universities and schools are seldom commonplace (Potter, 2001). Many schools – particularly those in disadvantaged communities – have long histories of being involved in research yet few see themselves with real investment in, ownership of and/or benefiting from the experience. In this chapter we discuss research conceived with more mutually beneficial researcher-researched relations, cognisant of the ‘importance of respecting and ultimately giving more than we take to the communities we research’ (Schultz, 2001, p. 1). The research involved teachers’, parents’ and students’ engagement with schooling in a secondary school in regional Australia. Rather than conducting the research on others, we attempted to craft our project with them. Michelle Fine (1994) argues that a decision to work with those we once might have written about or for, necessarily changes our work, making it both more ethical and more explicitly connected to struggles for social justice. This chapter draws on the voices of the teachers, parents and students we worked with and alongside during the research to explore the ethics and politics of such an approach.

Abstract ethics, embodied ethics : the strange marriage of Foucault and Positivism in labour process theory

In this paper, I draw jointly upon a Foucauldian ethical discourse and the example of the so-called `Manchester school' of Foucauldian labour process theory (LPT) to question the political/ethical aspirations and effects of critical management studies. Specifically, I question the ethics and effects of LPT researchers' relationships with those they/we research. I organize the discussion around four Foucauldian ethical themes or feelings. I thread these ethical themes throughout the paper to argue that, though Foucauldian LPT may be understood to abstractly resonate with these themes, its contribution is seriously undermined through the authors' lack of attention to ways of embodying this ethics in relations with the researched. By not embodying these commitments, the marriage between Foucault and LPT risks being read more as a marriage of convenience than commitment. And, further, a marriage that reproduces a politically problematic `modernist/positivist' self-other separation or divorce between researcher and researched.

Professional autonomy of Victorian surgeons in the context of law and ethics

An analysis of legislation and court decisions demonstrates that the privilege of autonomous decision making by surgeons in Victoria has become progressively constrained. Factors that have led to this include workforce issues and the protection of the public combined with increasing involvement of the courts in questions involving medical ethics.

Migrant mothers: family photographs and the intra-active fashioning of a visual-material ethics

Migrant mothers play crucial roles within the social landscape of schools, particularly in providing care, education and a transition between home and school for their children. My research considers the relevance of theories of space, place, temporality and mobility in Iranian migrant mothers’ production of subjectivity for themselves and their children in and through their family photograph collections. Gillian Rose’s anthropological approach to visual objects is put to use in an exploration of the co-constitution of migrant women and their photographs. In this paper, I trace the shaping of a visual-material ethics within the research context and appropriate to the sensibilities and needs of the participant women who each moved from Iran to Australia with their children. Karen Barad’s notion of a posthumanist ‘ethics of mattering’ is drawn upon in conceptualising a visual-material ethics as fashioned in the intra-actions of people and visual objects. Specific ethical issues considered include the collaborative process of producing a family photograph, and the shaping and reshaping of images from photograph to line drawing to hybridised photograph-line drawing. A research ethics committee’s application of a liberal individualist, utilitarian and positivist biomedical paradigm in considering the research project is discussed as not only inadequate but also incompatible with the fashioning of a visual-material ethics in concert with the participant women and their photographs.

Authentic leadership in school organizations

This research study, descriptive and exploratory in nature, had as objectives to know the perceptions of the teacher/students of a graduation course in Educational Sciences about their leaders, measured and evaluated through the Authentic Leadership Questionnaire (ALQ) and to verify if existed differences between the public and private school organizations in the four characteristics defined for the ALQ: a) self-conscious; b) transparency; c) moral/ethics; d) balanced processing. A non-probabilistic sample by convenience consisted of 86 participants from Brazil. The results of this research study show that the level of authenticity of the leader, in the four characteristics defined for the ALQ, in the perception of the subjects inquired, is above of the moderate level. Having in account the type of school organization (public or private), the differences found in the levels of the four characteristics defined for the ALQ were not statistically significant even though, the leaders of the private schools demonstrated to possess slightly higher values in the four analysed sub areas.

Sexual harassment in Dentistry: prevalence in dental school

Objective: Sexual harassment is unlawful in all work and educational environments in most nations of the world. The goals of this study were to describe the sexual harassment prevalence and to evaluate the experiences and attitudes of undergraduate students in one dental school in Brazil. Material and Methods: An 18-item questionnaire was administered to 254 dental students with a completion rate of 82% (208). Students were requested to respond to questions about their background and academic level in dental school, their personal experiences with sexual harassment and their observation of someone else being sexually harassed. Bivariate statistical analyses were performed. Results: Fifteen percent of the students reported being sexually harassed by a patient, by a relative of a patient or by a professor. Male students had 3 times higher probability of being sexually harassed than female student [OR = 2.910 (1.113-7.611)]. Additionally, 25.4% of the students reported witnessing sexual harassment at the school environment. The majority of students did not feel professionally prepared to respond to unwanted sexual behaviors. Conclusion: These findings demonstrate that sexual harassment can occur in a dental school setting. There is a need for ongoing sexual harassment education programs for students and university staff. Increased knowledge of sexual harassment during graduation can better prepare dental professionals to respond to sexual harassment during their practice.

Sexual haressement in dentistry: prevalence in dental school

OBJECTIVE: Sexual harassment is unlawful in all work and educational environments in most nations of the world. The goals of this study were to describe the sexual harassment prevalence and to evaluate the experiences and attitudes of undergraduate students in one dental school in Brazil. MATERIAL AND METHODS: An 18-item questionnaire was administered to 254 dental students with a completion rate of 82% (208). Students were requested to respond to questions about their background and academic level in dental school, their personal experiences with sexual harassment and their observation of someone else being sexually harassed. Bivariate statistical analyses were performed. RESULTS: Fifteen percent of the students reported being sexually harassed by a patient, by a relative of a patient or by a professor. Male students had 3 times higher probability of being sexually harassed than female student [OR=2.910 (1.113-7.611)]. Additionally, 25.4% of the students reported witnessing sexual harassment at the school environment. The majority of students did not feel professionally prepared to respond to unwanted sexual behaviors. CONCLUSION: These findings demonstrate that sexual harassment can occur in a dental school setting. There is a need for ongoing sexual harassment education programs for students and university staff. Increased knowledge of sexual harassment during graduation can better prepare dental professionals to respond to sexual harassment during their practice.

The Ethics of Implementation: Institutional Remedies and the Lawyer's Role

The issue addressed in this article is whether and to what extent a lawyer has an ethical responsibility to pursue implementation of the remedy in institutional reform litigation. Institutional reform litigation refers to cases in which an individual or class of individuals sues a large organization in order to vindicate constitutional or statutory rights. The types of cases with which this article is concerned are the "public law" type, such as school desegregation, prisoners' rights and patients' rights cases, although included under the rubric of institutional reform can be, inter alia, antitrust, reapportionment and bankruptcy cases. The implementation stage of institutional reform litigation arises after an individual or class of individuals prevails at the liability stage, or pursuant to a settlement, and a court orders the defendant organization to change in order to vindicate the plaintiffs' rights. At that point, the defendant organization, whether it be a prison, mental hospital or school district, usually has the burden of implementing the order. One conclusion drawn is that the ethical duty of the lawyer must always be consistent with the lawyer's "special responsibility for the quality of justice."