Macquarie University
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The ethical paradox: exploring the pedagogical potential of ethical gender relations between pre-service teacher and student

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posted on 2022-03-28, 16:33 authored by Aimee Louise Parr
Providing children with ethical experiences has been an educational struggle fraught with theoretical and practical incompatibilities. Post Foucauldian theorists, such as Deborah Youdell and Laura Teague, have attempted to disrupt processes of inequality in schools by exploring how teachers might utilise performatives to constitute their students in ways that let them live. These ethical experiences disrupt unethical pedagogies that may injuriously constitute students – limiting the freedom of their existence. This study focuses on gendered constitutions specifically by engaging in discourses with pre-service teachers that explore their perceptions, beliefs and attitudes of gender. This study found that pre-service teachers were apprehensive when grappling with gendered discourses which diminished their agency. The roles of teachers, schools and institutions were considered whereby this study found that each struggled to implement ethical pedagogies that let students live. Finally, suggestions were made in an attempt to bridge the gap between theory and practice; promoting pre-service institutional training in performative politics to allow for ethical relations between teachers and students.


Table of Contents

Introduction -- Literature review -- Methodology -- Chapter One. Pre-service teachers doing gender -- Chapter Two. Gender constitution in schools -- Chapter Three. Pre-service teacher training -- Conclusion.


Theoretical thesis. Bibliography: pages 52-59

Awarding Institution

Macquarie University

Degree Type

Thesis MRes


MRes, Macquarie University, Faculty of Human Sciences, School of Education

Department, Centre or School

School of Education

Year of Award


Principal Supervisor

David L. W. (David Lloyd William) Saltmarsh

Additional Supervisor 1

Tobia Fattore


Copyright Aimee Louise Parr 2015. Copyright disclaimer:




1 online resource (v, 65 pages)

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