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  1. How Sustained Conflict Makes Moral Education Impossible: Some Observations From Palestine.Saida Jaser Affouneh - 2007 - Journal of Moral Education 36 (3):343-356.
    This article explores the impact of conflict and war on children's moral education, taking the case of Palestine as an example. It begins by giving a brief background to the emergency situation in Palestine and the impact this has on children. The second section reports research findings about the attitudes of Palestinian teachers, parents and young people towards the effects of the current conflict on children's personal development and towards the possibility of moral education while the conflict continues. The final (...)
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  • Race and Human Rights Violations in the United States: Considerations for Human Rights and Moral Educators.Garrett Albert Duncan - 2000 - Journal of Moral Education 29 (2):183-201.
    In the previous article Mary M. Brabeck and Lauren Rogers called for dialogue between moral educators of North America and human rights educators of South America, noting that the latter group has much to offer the former for its work in the United States. In what follows, I posit that moral educators can learn not only from South American human rights workers but also from North Americans who have challenged US human rights violations, especially those occurring within their own national (...)
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  • The Marginalisation of Students with Learning Disabilities as a Function of School Philosophy and Practice.Nancy Nordmann - 2001 - Journal of Moral Education 30 (3):273-286.
    Advocacy on behalf of students with learning disabilities in schools that do and do not acknowledge learning disabilities reveals a dynamic that can be active in both settings. This dynamic is one of student marginalisation in favour of institutional empowerment. Affording voice to students and responding to students' voice is requisite of education that is moral. Schools that practise student marginalisation abrogate moral responsibility incumbent upon them. Illustrations of marginalisation using material derived from advocacy activity on behalf of two learning-disabled (...)
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