Sensing as an ethical dimension of teacher professionality

Abstract

The purpose of this article is to theoretically discuss how teacher professionality, as an aspect of teacher professionalism, can be understood in relation to the notion of sensing within the ethics of alterity and the ethics of dissensus, both of which express a desire to contest the various forms of violence in society. Subsequently, in this case the conceptualisation of sensing can be regarded as highly important for introducing a relatively new dimension into the field of teacher professionality and, as such, the nuancing of teachers’ professional judgements. The results suggest that the notion of sensing in teachers’ judgements: (1) troubles given categories; (2) highlights the vulnerability of educational relationships; (3) leads to unlimited responsibilities amongst teachers; and (4) obliges teachers to constantly re-evaluate their sensed judgements for the sake of others.

Keywords:

• Ethics of alterity
• ethics of dissensus
• teacher professionality
• violence

Acknowledgements

The authors would like to thank the University of Gävle for the opportunity to write this article during Edling’s period as Guest Researcher during the academic year 2013–2014 and our English language editor Sue Glover Frykman.

Funding

This work was supported by the University of Gävle.