Starkey, Hugh; (2013) Teaching the teachers. In: Sweeney, G and Despota, K and Linder, S, (eds.) Global Corruption Report: Education. (pp. 329-332). Routledge: Abingdon, UK.

Preview

Text (Chapter 5.1) TeachingTeachers Final HS edit .pdf - Accepted Version Download (197kB) | Preview

Abstract

Across the world, schools may be exemplary institutions capable of inspiring young people to achieve their highest potential and struggle, as citizens, for justice and peace in the world in the spirit of the Charter of the United Nations. Equally, they may be institutions in which prejudice is taught, humiliation and violence are routine and head teachers or administrators are involved in corruption.2 Teachers may be socialised into either of these paradigms. When they have little training, or that training is largely school-based, they may accept corrupt practices and forms of violence as simply inherent to school organisation. On the other hand, when teachers are trained and that training includes consideration of their professional and ethical responsibilities, they may be encouraged to take a lead in opposing corruption. Central to this is the need to include a strong ethical dimension based on human rights and the rights of the child within teacher education programmes. There is already evidence from both university-based and NGO courses of the efficacy of this approach.

Download activity - last month

Export as XMLJSONCSV

Download activity - last 12 months

Export as XMLJSONCSV

Downloads by country - last 12 months

Export as JSONXMLCSV

Archive Staff Only

View Item