Teaching, Responsibility, and the Corruption of Youth: (71 Educational Futures)

Teaching, Responsibility, and the Corruption of Youth explores the concept and practice of responsibility in education and teaching in the new post-Cold War era after the long run of globalization and liberal internationalism has been disrupted by the rise of populism, anti-immigration sentiments and new forms of terrorism. The old liberal values and forms of tolerance have been questioned. Responsibility is a complex concept in our lives with moral, social, financial and political aspects. It embraces both legal and moral forms, and refers to the state of being accountable or answerable for one’s actions implying a sense of obligation associated with being in a position of authority such as a parent, teacher or guardian having authority over children. First used with schools in 1855, the concept's legal meaning was only tested in the 1960s when student conduct, especially when materially affecting the rights of other students, was not considered immune by constitutional guarantees of freedom. This volume investigates the questions left with us today: What does responsibility mean in the present era? Does loco parentis still hold? What of the rights of students? In what does teacher responsibility consist? Can student autonomy be reconciled with market accountability? To what extent can responsibility of or for students be linked to ‘care of the self’ and ‘care for others’? And, most importantly, to what extent, if any, can teachers be held accountable for the actions of their students?

Table of Contents:
Preface and Acknowledgements Introduction: Teaching, Philosophy and the Education of Youth 1 Philosophy, Education and the Corruption of Youth: From Socrates to Islamic Extremists  Introduction  Youth, Moral Development and Indoctrination  The Case of Socrates – A Teacher Accused of Corrupting Youth  Education, Dissent, Indoctrination and Corrupting Youth – Contemporary Exemplars  Conclusion 2 Heidegger, De-Nazification and the Art of Teaching  Introduction  Heidegger as Teacher  Heidegger’s Comportment and the Art of Teaching 3 Truth-Telling as an Educational Practice of the Self: Foucault, Parrhesia and the Ethics of Subjectivity  Introduction  Foucault on the Truth: From Regimes to Games of Truth  Parrhesia, Education and Practices of Truth-Telling  Conclusion: Foucault and the Prospects for Parrhesiastical Education 4 Interculturalism, Ethnocentrism and Dialogue  Introduction: Interculturalism and Ethnocentrism  Dialogue  Conclusion 5 Understanding the Sources of Anti-Westernism: An Interview with Jan Nederveen Pieterse 6 Islam and the End of European Multiculturalism? From Multiculturalism to Civic Integration  Introduction  From Multiculturalism to the Crisis of Civic Integration  David Camerons 2011 Speech at the Munich Security Conference  Education and the Rise of Terrorism Studies  Reactions to Islamic Extremism: Hate Preachers and Poisonous Narratives  Radicalization as ‘Education’  The Crisis of Integration &emps;Appendix 7 ‘Western Education Is Sinful’: Boko Haram and the Abduction of Chibok Schoolgirls  Introduction 8 Global Citizenship Education: Politics, Problems and Prospects  Introduction 9 The Refugee Crisis and the Right to Political Asylum  Introduction 10 The Refugee Crisis in Europe: Words without Borders  ‘Refugee Blues,’ by W.H. Auden  From ‘A Mother in a Refugee Camp’, by Chinua Achebe  ‘From Home’, by Warsan Shire  From ‘When I am Overcome by Weakness’, by Najat Abdul Samad  From ‘I Am a Refugee’, by Mohamed Raouf Bachir 11 From State Responsibility for Education and Welfare to Self-Responsibilization in the Market  Introduction 12 Pedagogies of the Walking Dead: Diminishing Responsibility for Social Justice in a Neoliberal World  Introduction: Zombie Theory  Responsibilization and Deprofessionalization  Responsibilizing Teachers: The International Agencies  Neoliberalism and Teachers Conclusion: Education for Ecological Democracy  Democracy, Yet Again  Ecological Democracy  Origins and Possibilities  Education for Ecological Democracy Postscript: The End of Neoliberal Globalization and the Rise of Authoritarian Populism

About the Author :
Tina (A.C.) Besley is Distinguished Professor, Beijing Normal University. She was formerly Professor and Associate Dean at University of Waikato. Tina is President, Philosophy of Education Association of Australasia, and founding President of the Association for Visual Pedagogies. Tina has published widely in philosophy of education, interculturalism and global knowledge economy and cultures. Michael A. Peters is Distinguished Professor, Beijing Normal University. He was a Professor at University of Waikato, University of Glasgow and is Emeritus Professor at the University of Illinois Urbana–Champaign. He has published over 100 books, is Editor in Chief of Educational Philosophy and Theory and Open Review of Educational Research, holds Honorary Doctorates from State University New York and Aalborg University, Denmark, and is a Fellow of the Royal Society of New Zealand.