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Article: Justice and lecturer professionalism

TitleJustice and lecturer professionalism
Authors
Issue Date2001
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/13562517.asp
Citation
Teaching in Higher Education, 2001, v. 6 n. 2, p. 141 - 152 How to Cite?
AbstractLecturers have significant de facto power and responsibility as arbiters of student justice. However, while the literature on ethics in higher education principally focuses on a self-regarding agenda connected with research codes and power relationships between academics, the more practical concerns of pedagogy tend to be overlooked. Moreover, while many new lecturer programmes stress competence in teaching techniques they tend to give restricted attention to many of the ethical dilemmas which confront university teachers in their daily lives. This paper addresses this imbalance by presenting a conceptual framework for debating the ethics of pedagogy based on four forms of justice. The concepts of procedural, retributive, remedial, and distributive justice are presented as a means of incorporating many of the key ethical challenges that confront lecturers new to higher education. The justice framework is also recommended as a means of encouraging practitioners to identify their own key ethical principles.
Persistent Identifierhttp://hdl.handle.net/10722/169903
ISSN
2015 Impact Factor: 0.632
2015 SCImago Journal Rankings: 0.802

 

DC FieldValueLanguage
dc.contributor.authorMacfarlane, BJen_US
dc.date.accessioned2012-10-26T00:48:35Z-
dc.date.available2012-10-26T00:48:35Z-
dc.date.issued2001en_US
dc.identifier.citationTeaching in Higher Education, 2001, v. 6 n. 2, p. 141 - 152en_US
dc.identifier.issn1356-2517en_US
dc.identifier.urihttp://hdl.handle.net/10722/169903-
dc.description.abstractLecturers have significant de facto power and responsibility as arbiters of student justice. However, while the literature on ethics in higher education principally focuses on a self-regarding agenda connected with research codes and power relationships between academics, the more practical concerns of pedagogy tend to be overlooked. Moreover, while many new lecturer programmes stress competence in teaching techniques they tend to give restricted attention to many of the ethical dilemmas which confront university teachers in their daily lives. This paper addresses this imbalance by presenting a conceptual framework for debating the ethics of pedagogy based on four forms of justice. The concepts of procedural, retributive, remedial, and distributive justice are presented as a means of incorporating many of the key ethical challenges that confront lecturers new to higher education. The justice framework is also recommended as a means of encouraging practitioners to identify their own key ethical principles.en_US
dc.languageengen_US
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/13562517.aspen_US
dc.relation.ispartofTeaching in Higher Educationen_US
dc.titleJustice and lecturer professionalismen_US
dc.typeArticleen_US
dc.identifier.emailMacfarlane, BJ: bmac@hku.hken_US
dc.identifier.authorityMacfarlane, BJ=rp01422en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1080/13562510120045159en_US
dc.identifier.volume6en_US
dc.identifier.issue2en_US
dc.identifier.spage141en_US
dc.identifier.epage152en_US
dc.publisher.placeUnited Kingdomen_US

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