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Violent life in an inclusive classroom : come on read Peter! Moving from moral judgment to an onto-epistemological ethics

(2019) QUALITATIVE INQUIRY. 26(1). p.60-70
Author
Organization
Abstract
In this article, we begin with a story in which a teacher is perceived as cruel, a boy experiences exclusion, and a support worker feels guilty for not responding. Working together with students, we have written a play script that explores the entangled intra-active perceptions of the various players. The script was used in the professional development of educators as a means of exploring the diffractive movements through which differences are made in inclusive classrooms. It opens the possibility of moving away from thinking in terms of individual accountability toward an intra-active exploration of the ethics of such encounters.
Keywords
feminist methodologies, qualitative research and education, methodologies, training, evaluating, and extending qualitative methods, decolonizing the academy, pedagogy, disability, inquiry

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Citation

Please use this url to cite or link to this publication:

MLA
Van de Putte, Inge, et al. “Violent Life in an Inclusive Classroom : Come on Read Peter! Moving from Moral Judgment to an onto-Epistemological Ethics.” QUALITATIVE INQUIRY, vol. 26, no. 1, 2019, pp. 60–70.
APA
Van de Putte, I., De Schauwer, E., Van Hove, G., & Davies, B. (2019). Violent life in an inclusive classroom : come on read Peter! Moving from moral judgment to an onto-epistemological ethics. QUALITATIVE INQUIRY, 26(1), 60–70.
Chicago author-date
Van de Putte, Inge, Elisabeth De Schauwer, Geert Van Hove, and Bronwyn Davies. 2019. “Violent Life in an Inclusive Classroom : Come on Read Peter! Moving from Moral Judgment to an onto-Epistemological Ethics.” QUALITATIVE INQUIRY 26 (1): 60–70.
Chicago author-date (all authors)
Van de Putte, Inge, Elisabeth De Schauwer, Geert Van Hove, and Bronwyn Davies. 2019. “Violent Life in an Inclusive Classroom : Come on Read Peter! Moving from Moral Judgment to an onto-Epistemological Ethics.” QUALITATIVE INQUIRY 26 (1): 60–70.
Vancouver
1.
Van de Putte I, De Schauwer E, Van Hove G, Davies B. Violent life in an inclusive classroom : come on read Peter! Moving from moral judgment to an onto-epistemological ethics. QUALITATIVE INQUIRY. 2019;26(1):60–70.
IEEE
[1]
I. Van de Putte, E. De Schauwer, G. Van Hove, and B. Davies, “Violent life in an inclusive classroom : come on read Peter! Moving from moral judgment to an onto-epistemological ethics,” QUALITATIVE INQUIRY, vol. 26, no. 1, pp. 60–70, 2019.
@article{8633630,
  abstract     = {In this article, we begin with a story in which a teacher is perceived as cruel, a boy experiences exclusion, and a support worker feels guilty for not responding. Working together with students, we have written a play script that explores the entangled intra-active perceptions of the various players. The script was used in the professional development of educators as a means of exploring the diffractive movements through which differences are made in inclusive classrooms. It opens the possibility of moving away from thinking in terms of individual accountability toward an intra-active exploration of the ethics of such encounters.},
  author       = {Van de Putte, Inge and De Schauwer, Elisabeth and Van Hove, Geert and Davies, Bronwyn },
  issn         = {1077-8004},
  journal      = {QUALITATIVE INQUIRY},
  keywords     = {feminist methodologies,qualitative research and education,methodologies,training,evaluating,and extending qualitative methods,decolonizing the academy,pedagogy,disability,inquiry},
  language     = {eng},
  number       = {1},
  pages        = {60--70},
  title        = {Violent life in an inclusive classroom : come on read Peter! Moving from moral judgment to an onto-epistemological ethics},
  url          = {http://dx.doi.org/10.1177/1077800419874837},
  volume       = {26},
  year         = {2019},
}

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