Routledge Teachers' Ethical Self-Encounters Counter-Stories Classroom

This Routledge monograph explores how teachers engage ethically with counter-stories in the classroom, addressing critical topics including colonisation, war, and genocide. Drawing on Pinar's concept of ethical self-encounters alongside theories of subjective reconstruction, multidirectional memory, and autobiographical narration, the book examines teachers' responsibility to interrogate curriculum through self-reflection and self-formation. The volume combines unique theoretical perspectives with autobiographical insights and narrative accounts from elementary and secondary educators, offering rich case studies from workshops that illustrate how teachers can develop concerned, critically engaged approaches to teaching sensitive historical and social issues. Ideal for educators seeking to understand the relationship between personal reflection and pedagogical responsibility.