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\nTeachers’ Ethical Responsibilities in a Diverse Society  \nNathalie Piquemal, University of Manitoba  \nAbstract  \nRecognizing that learning to teach cannot be separated from learning to inquire, I argue that teachers have specific relational and ethical responsibilities to their students, particularly in the context of a diverse society. Using my research experiences with Aboriginal people as examples, I propose an ethical framework based upon four underlying principles: a commitment to difference or to the \"relational other\" Lévinas (1981); a respect for persons Kant (1956); a commitment to reciprocity Buber (1970); and a sense of care Noddings (1986) .  \nCanadian Journal of Educational Administration and Policy, Issue \\#32, July 1, 2004. © by CJEAP and the author(s) .  \nRelational Ethics in Cross-Cultural Teaching:  \nTeacher as Researcher  \nIntroduction  \nI intend in this article to explore ethical issues that become visible for teachers in cross-cultural situations. In educational environments increasingly dominated by a homogenizing rhetoric of outcome measures, business metaphors, uncertainty and notions of contracting time and space, an emphasis on teachers’ relational and ethical responsibilities towards their students refocuses attention on diversity. In this article I argue that, in order to ensure ethical and respectful intercultural classroom interactions, ways in which we relate to others ought to be at the forefront of teachers’ concerns.  \nThe inspiration for this paper arose from my experiences as a researcher, a friend, and a \"virtual\"kin involved in ongoing research with Aboriginal people from both the United States (Nevada) and Canada (Alberta and Manitoba) . I am currently engaged in research with Aboriginal children, their teacher, and community members from a Reserve School in Manitoba, exploring the importance of culturally relevant interactions in the school learning experiences of Aboriginal children. This article reports on some of my experiences with Aboriginal children from the school mentioned above, as well as on some of my previous work with Aboriginal community members from Nevada.  \nThe literature on Aboriginal education shows that intercultural experiences often lead to cultural identity conflict, resulting in school failure (Hawthorne, 1967, McAlpine et al., 1996, Armstrong, et al, 1990). Many Aboriginal students experience the transition from their home environment to the school environment as cultural conflict. In the context of a diverse society, teachers are likely to encounter students who are negotiating different cultural identities, and responding to different cultural norms and expectations.  \nThe emphasis, in changing times, tends to be on the control of teachers’ labor process through the specification of the curriculum to be taught (Hall, this issue). Nonetheless, teachers have first and foremost to recognize that there are relationships to be developed with the students before any curriculum may be taught effectively. This involves teachers taking a relational stance and  \nCanadian Journal of Educational Administration and Policy, Issue \\#32, July 1, 2004. © by CJEAP and the author(s) .  \nlearning to interact with cultural sensitivity with their students while, at the same time, sensitizing students to issues of difference and equity. Therefore, the specific argument of this article is that, it is in taking a research stance grounded in relational ethics that pre-service teachers may best grow as reflective practitioners committed to the diverse students with whom they are in relation.  \nThe ethical basis of the position I adopt is based upon four underlying principles:  \n1) a commitment to difference, or to the \"relational other,\" as defined by Lévinas (1981);  \n2) a respect for persons as defined by Kant (1956);  \n3) a commitment to reciprocity as defined by Buber","cbCaidEsmPmZ9Yqx","https://ap.wps.com/l/cbCaidEsmPmZ9Yqx","pdf",77810,"English","# Introduction\n## Relational Ethics in Cross-Cultural Teaching\n### Teacher as Researcher\n# The Relational Teacher\n## Rights, freedoms, and equity","[{\"question\":\"What ethical responsibilities does the article attribute to teachers in a diverse society?\",\"answer\":\"Teachers are said to have specific relational and ethical responsibilities toward students, especially to ensure respectful intercultural classroom interactions through the way they relate to others.\"},{\"question\":\"Which four underlying principles form the proposed ethical framework?\",\"answer\":\"The framework includes commitment to difference (relational other), respect for persons, reciprocity, and a sense of care.\"},{\"question\":\"How does the article connect teaching with research and teacher preparation?\",\"answer\":\"It argues that pre-service teachers may grow as reflective practitioners by taking a research stance grounded in relational ethics, which supports ethical and culturally responsive practice.\"}]","Teachers’ Ethical Responsibilities in a Diverse Society | PDF",48]