Authors: Shapiro, Joan Poliner; Hassinger, Robert E.

Source: Journal of Educational Administration, Volume 45, Number 4, 2007 , pp. 451-470(20)

Publisher: Emerald Group Publishing Limited

Abstract:

<B>Purpose</B> - The purpose of this paper is to focus on a case study, framed as an ethical dilemma. It serves as an illustration for the teaching of moral literacy, with a special emphasis on social justice. <B>Design/methodology/approach</B> - Initially, the paper provides a rationale for the inclusion of case studies, emphasizing moral problems in university teaching. It discusses briefly the strengths and weaknesses of using these types of case studies in the classroom. In particular, it explains how both the rational and emotional minds can be addressed, through the use of these moral dilemmas, by introducing two concepts: Multiple Ethical Paradigms and Turbulence Theory. Following an explanation of the two concepts, an illustrative case is provided. This case deals with aspects of No Child Left Behind legislation that narrows the curriculum for some students. The underlying social justice issue of this case is raised. The dilemma is followed by a discussion of how to resolve or solve it by raising questions that relate to the Multiple Ethical Paradigms and Turbulence Theory. <B>Findings</B> - It is hoped that university teachers will find that case study analysis, through the use of the two concepts of the Multiple Ethical Paradigms and Turbulence Theory, provides a meaningful and helpful way to promote moral literacy. <B>Originality/value</B> - It is recommended that this kind of case study, framed through the use of a paradox, should be taught not only in educational ethics, but it can also be infused in many other courses in the university curriculum.

Keywords: Case studies; Ethics; Social justice; Teaching

Document Type: Research article

DOI: http://dx.doi.org/10.1108/09578230710762454

Publication date: 2007-07-10

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