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38 - Teaching in Credal Deep Pluralism

From the Displacement of Politics to the Ethics of Risk

from Part III - Emerging Ethical Pathways and Frameworks

Published online by Cambridge University Press:  07 March 2024

By
Sheron Fraser-Burgess  and
Chris Higgins
Edited by
Sheron Fraser-Burgess ,
Jessica Heybach  and
Dini Metro-Roland
Sheron Fraser-Burgess
Affiliation:
Ball State University, Indiana
Jessica Heybach
Affiliation:
Florida International University
Dini Metro-Roland
Affiliation:
Western Michigan University
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Summary

Once again, teachers are being made into political pawns, where K-12 schools are sites of various culture wars. This chapter frames the contemporary politics of teaching as grappling with the pluralism represented in demographically diverse classrooms. Through historicizing this quest in Gunnar Myrdal’s analysis of the “American dilemma” and unifying creed as panacea, it is possible to identify the enduring social, public, and psychodynamic dimensions of an inclusive ideal. Teachers should be prepared to cultivate deep commitment to republican virtues, in principle, while destigmatizing the identity and ontology of the “other.” A credal deep pluralism can ground classroom praxis for the relational and ethical tensions that forms of difference engender in a democracy.

Keywords

pluralismcreedidentity politicsdisplacement of politicscredal deep pluralismpsychodynamic dimensions
Type
Chapter
Information
The Cambridge Handbook of Ethics and Education , pp. 797 - 820
Publisher: Cambridge University Press
Print publication year: 2024

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