Solidarity as Ethical Practice: Why the Teacher-Educator Ethics Literature is too Individualist
Cases on Preparing Pre-Service Educators for Culturally Sustaining Practice, Andrew Goodman, Editör, IGI Global, New York, ss.298-350, 2026
- Yayın Türü: Kitapta Bölüm / Mesleki Kitap
- Basım Tarihi: 2026
- Doi Numarası: 10.4018/979-8-2600-1388-5
- Yayınevi: IGI Global
- Basıldığı Şehir: New York
- Sayfa Sayıları: ss.298-350
- Editörler: Andrew Goodman, Editör
- Bursa Uludağ Üniversitesi Adresli: Evet
Özet
Recent scholarship on teacher-educator ethics has documented in unprecedented detail the pressures that political and institutional constraint place on the ethical work of teacher preparation, and it has developed rich conceptual vocabularies such as demoralization, moral trap, and moral injury to describe the resulting harms. The literature nevertheless remains predominantly individualist in its grammar, framing ethical decisions as decisions made by faculty members acting on personal conscience. The analysis offered here argues that the individualist grammar is both empirically inaccurate and ethically inadequate, and it re-reads the categories of silence, compliance, resistance, and professional risk through the lens of existing solidarity theory. Four international cases including the USA, Hungary, Brazil, and the UK anchor the discussion, which locates collective ethical infrastructure at the center of the conversation and identifies concrete implications for how teacher-education programs prepare pre-service teachers for ethical work in contested environments.