Node-ified Ethics: Contesting Codified Ethics as Unethical in ECEC in Ontario

Autor/in	Johnston, Lisa
Titel	Node-ified Ethics: Contesting Codified Ethics as Unethical in ECEC in Ontario
Quelle	In: in education, 28 (2022) 1, S.80-101 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Johnston, Lisa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-6117
Schlagwörter	Ethics; Early Childhood Education; Child Care; Professionalism; Preschool Teachers; Imagery; Aesthetics; Educational Change; Futures (of Society); Activism; Foreign Countries; Freedom; Political Attitudes; Scientific Research; Films; Compliance (Legal); Educational Philosophy; Canada + Suchen Sie Ihr Suchwort? Ethik; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kinderfürsorge; Kinderbetreuung; Professionalität; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Metaphorik; Ästhetik; Bildungsreform; Future; Society; Zukunft; Aktivismus; Politischer Protest; Ausland; Freiheit; Political attitude; Politische Einstellung; Film; Bildungsphilosophie; Erziehungsphilosophie; Kanada
Abstract	In this conceptual article, I argue that there is a difference between codified ethics and the ethical. I begin by situating code of ethics in the broader professionalization movement in early childhood education. Drawing upon Gunilla Dahlberg and Peter Moss (2005), I discuss the dematerialization of early childhood educators (ECEs) and the instrumentalization of early childhood education and care (ECEC) in Ontario through the implementation of the Code of Ethics by the College of Early Childhood Education ( 2017). Thinking with Eve Tuck's (2018) question of "How shall we live?" (p. 157), I take up a critical invitation from Sharon Todd (2003) to consider how codified ethics in education may be rethought "as a relation across difference" (p. 2). I work conceptually with the imagery of nodes from the film "Sleep Dealer" by Alex Rivera (2008) as an aesthetic device to examine the effect of codified ethics on ECEs. Finally, in conversation with Joanna Zylinska (2014) and Tim Ingold (2011), I re-frame instrumentalized nodes/codes of ethics within the complexity of knots and meshworks to recover the ethical in early childhood education. I offer this piece as a warning that solely relying on codified ethics completes the transformation of the ECE into a worker technician and may be leading us toward a dystopian future and as a call to activism to engage in the complex ethical work required in the small everyday spaces of the early childhood classroom. (As Provided).
Anmerkungen	University of Regina, Faculty of Education. Education Building, 3737 Wascana Parkway, Regina, SK S4S 0A2. e-mail: editor@ineducation.ca; Web site: https://journals.uregina.ca/ineducation/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01