Ethical Reasoning as a Standard for Literacy Education

• 발행기관: 한국초등영어교육학회
• 저자명: Huh Seonmin
• 간행물 정보: 『초등영어교육』제18권 2호, 429~456쪽, 전체 28쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2012.08.31

영문 초록

This paper reports a study exploring how English literacy education encouraged students to take a multicultural outlook and to make ethical decisions in their language use for social justice. The study researched the researcher’s own classroom with three 6^th graders from economically and academically successful family backgrounds. Poverty was intentionally chosen as a theme in order to track the process of engaging in ethical reasoning and critical literacy practices (Lewison et al., 2002), because the students were less sensitive about making stereotypical remarks on poverty as a problem of lazy, unmotivated individuals. Challenging the dominant beliefs about poverty, students were able to show empathy for others through intercultural codes of ethics (Paul & Elder, 2003; 2009), a strong indicator of ethical reasoning. Ethical reasoning will be an important pedagogical tool to enable students to become more open to cultural diversity and to social justice for all.

목차

Ⅰ. Introduction

Ⅱ. Literature Review

Ⅲ. Methodology

Ⅳ. Findings

Ⅴ. Discussion

Ⅵ. Conclusion

References

키워드

critical literacy ethical reasoning language as a social practice