"This book provides a theoretical-analytical framework for a hermeneutic narrative ethics, which articulates the ethical potential and risks of narrative practices. It analyzes how narratives shape our sense of the possible by enlarging and diminishing the dialogic spaces of possibilities in which we act, think, and re-imagine the world"--

In recent years there has been a huge amount of both popular and academic interest in storytelling as something that is an essential part of not only literature and art but also our everyday lives as well as our dreams, fantasies, aspirations, historical self-understanding, and political actions. The question of the ethics of storytelling always, inevitably, lurks behind these discussions, though most frequently it remains implicit rather than explicit. This volume explores the ethical potential and risks of storytelling from an interdisciplinary perspective. It stages a dialogue between contemporary literature and visual arts across media (film, photography, performative arts), interdisciplinary theoretical perspectives (debates in narrative studies, trauma studies, cultural memory studies, ethical criticism), and history (traumatic histories of violence, cultural history). The collection analyses ethical issues involved in different strategies employed in literature and art to narrate experiences that resist telling and imagining, such as traumatic historical events, including war and political conflicts. The chapters explore the multiple ways in which the ethics of storytelling relates to the contemporary arts as they work with, draw on, and contribute to historical imagination. The book foregrounds the connection between remembering and imagining and explores the ambiguous role of narrative in the configuration of selves, communities, and the relation to the non-human. While discussing the ethical aspects of storytelling, it also reflects on the relevance of artistic storytelling practices for our understanding of ethics. Making an original contribution to interdisciplinary narrative studies and narrative ethics, this book both articulates a complex understanding of how artistic storytelling practices enable critical distance from culturally dominant narrative practices, and analyzes the limitations and potential pitfalls of storytelling. Chapter 7 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons [Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

This Open Access book illustrates the power of stories to illuminate ethical concerns that arise in public health. It complements epidemiological or surveillance evidence, and reveals stakeholder perspectives crucial for public health practitioners to develop effective and ethical public health interventions. Because it relies on the natural and universal appeal of stories, the book also serves to introduce the field of public health to students considering a career in public health. The opening section of the book also serves as a more didactic introduction to public health ethics and the field of narrative ethics. It describes the field of public health ethics including ethical principles relevant to public health practice and research, and the advantages of a narrative ethics approach. That approach explores the problems and the ethical challenges of public health from the inside, from the perspective of those experiencing health problems to the challenges of those who must address these problems. The later sections consist of 14 chapters that present the actual stories of these public health problems and challenges. In narrative style they range from first person narratives of both practitioners and citizens, to analysis of published short stories. The problems and challenges they address include issues relating to justice concerns, surveillance and stigma, community values and the value of community, trust and the value of information, and freedom and responsibility. Specific public health topics include resource allocation, restricting liberty to protect the community from health threats, and the health impact of trauma, addiction, obesity and health disparities.

An invaluable resource for any athletic training curriculum, this text introduces athletic training as a profession by presenting an ethical framework of values, principles, and theory. Chapters explore important issues related to cultural competence, foundational behaviors of professional practice, professional and moral behavior, and ethical decision-making - skills that both inform and transcend the athletic training profession. Learning activities at the end of each section help you see connections between the material and clinical practice, revealing new insights about yourself, your profession, and the organizations with which you will interact. Content draws connections between ethical values, principles, and theory, as relating to the Foundational Behaviors of Professional Practice. Over 100 case studies promote critical thinking with clinical examples of ethical situations and conflicts that correspond to the domains identified by the Board of Certification (BOC) Role Delineation Study. Learning Activities chapters at the end of each section provide over 60 activities designed to link content and theory to clinical practice. Organized into three levels, Level One consists of an introduction to professional ethics in athletic training, Level Two focuses on professional enculturation, and Level Three explores the application of ethical concepts in professional life. Good to Know boxes highlight information throughout the chapters to enrich content and identify applications in the field. Professional Pearl boxes contain quotes from NATA Hall of Fame Inductees, offering advice about the challenges often faced in the profession. Chapter outlines, learning objectives, and ethical concepts at the beginning of each chapter lay out the information in an easy-to-follow framework. Appendices include self-assessment and evaluation tools that encourage you to assess where your own responses fall within ethical boundaries. Sections on cultural competence and ethical dilemmas increase awareness of diversity by exploring scenarios in which the practitioner's and patient's morals may conflict.

The Routledge Companion to Ethics, Politics and Organizations synthesizes and extends existing research on ethics in organizations by explicitly focusing on ‘ethico-politics’ - where ethics informs political action. It draws connections between ethics and politics in and around organizations and the workplace, examines cutting-edge areas and sets the scene for future research. Through a wealth of international and multidisciplinary contributions this volume considers the broad range of ways in which ethics and politics can be conceived and understood. The chapters look at various ethical traditions, as well as the discursive deployment of ethical terminology in organizational settings, and they also examine large scale political structures and processes and how they relate to different forms of politics which affect behaviour in organizations. These many possibilities are united by a focus on how ethics can be used to inform and justify the exercise of power in organizations. This collection will be a valuable reference source for students and researchers across the disciplines of organizational studies, ethics and politics.

Given recent financial crises and scandals, the rise of corporate social responsibility and the challenge of environmental sustainability, few would disagree that the role of ethics has taken centre stage in the management of organizations. In reality, however, organizations have found it extremely difficult to promote successful, ethical behaviour as this rarely results in short-term gains which can be appraised and rewarded. By and Burnes bring together leading international scholars in the fields of organizational change and leadership to explore and understand the context, theory and successful promotion of ethical behaviour in organizations. By focusing on real world examples, contributors analyze the issues and challenges that hinder ethical change leadership which can lead to sustainable organizations. This unique volume brings together the worlds of organizational change, leadership, business ethics and corporate social responsibility, resulting in a book that will be valuable reading in all four fields. With contributions from leading scholars, including David Boje, Dexter Dunphy, Suzanne Benn and Carl Rhodes, Organizational Change, Leadership and Ethics is a must-read.

The problem this project attempts to solve is to develop a workable moral education in light of the clash between religious forms of moral education and U.S. Supreme Court decisions concerning them. The concept of story and storytelling has been suggested as a unifying focus for disparate prescriptions for moral education. Several recent approaches to moral storytelling have been proposed. The approaches of William Bennett, Nel Noddings, and Herbert Kohl are among those which have attempted to combine moral education and storytelling within the last decade. Bennett is identified with other theorists whose primary concern is the moral content of a story. Noddings is identified as a process theorist, whose primary concern is the process of moral storytelling, not the content. Kohl is identified as a reflection theorist, whose approach challenges tradition in the hope of creating a more moral society. Each one of these three approaches attempts to provide a comprehensive program of moral education, but they fall short of that goal. The purpose of this project, then, is to construct a storytelling moral education program that improves upon earlier approaches. Using the three levels of moral thinking posited by R.M. Hare, a three-level approach to moral storytelling is proposed. The intuitive, critical, and meta-ethical levels of moral thinking that Hare refers to are used to frame a new, three-level, approach to moral storytelling. The three-level approach combines content, process, and reflection into a unified prescription for moral education. Thus, a more comprehensive plan for moral education through storytelling is developed, one that respects traditional forms of moral education while remaining within the parameters set by the U.S. Supreme Court.

Balancing key foundational topics with new developments and trends, Engagements with Narrative offers an accessible introduction to narratology. As new narrative forms and media emerge, the study of narrative and the ways people communicate through imagination, empathy, and storytelling is especially relevant for students of literature today. Janine Utell presents the foundational texts, key concepts, and big ideas that form narrative theory and practical criticism, engaging readers in the study of stories by telling the story of a field and its development. Distinct features designed to initiate dialogue and debate include: Coverage of philosophical and historical contexts surrounding the study of narrative An introduction to essential thinkers along with the tools to both use and interrogate their work A survey of the most up-to-date currents, including mind theory and postmodern ethics, to stimulate conversations about how we read fiction, life writing, film, and digital media from a variety of perspectives. A selection of narrative texts, chosen to demonstrate critical practice and spark further reading and research "Engagement" sections to encourage students to engage with narrative theory and practice through interviews with scholars This guide teaches the key concepts of narrative—time, space, character, perspective, setting—while facilitating conversations among different approaches and media, and opening paths to new inquiry. Engagements with Narrative is ideal for readers needing an introduction to the field, as well as for those seeking insight into both its historical developments and new directions.

Reimagine learning with this book’s practical advice, case studies and strategies on using digital storytelling as a vehicle for student inquiry and assessment. Award-winning educator and speaker Michael Hernandez brings more than 20 years of classroom experience to addressing some of the most existential challenges in education today: artificial intelligence, steep declines in student engagement and the need for authentic learning experiences. The solution: digital storytelling as a framework for learning. Rather than viewing storytelling as a nice-to-have reward for students after their “real work” has been completed, this book shows educators how to use story projects — from data visualizations to social media posts, to podcasts and video documentaries — as the scaffold upon which to position curricular skills and knowledge. The process helps students make interdisciplinary connections, activates higher level thinking and critical analysis skills, and provides multimodal learning opportunities. This book offers practical ways to elevate teaching and learning in every grade level and subject area. Focusing on student-centered, project-based learning experiences, the book demonstrates how to use digital tools to: • Leverage curiosity as the engine for learning. • Provide purpose for the skills and knowledge central to curriculum. • Create uncheatable, authentic assessments. • Develop a mindset of collaboration, mental agility and resilience. • Cultivate digital literacy skills and ethical mindsets. • Bring purpose and joy back to learning. More than a practical edtech guide, this book explores the “why” behind digital storytelling as much as the “how.” Educators will learn how to help students explore cultural and historical context, develop social-emotional resiliency, and develop the skills they need to become engaged global citizens. Audience: Elementary and secondary educators; instructional coaches; educational leaders

Suicide is devastating. It is an assault on our ideas of what living is about. In Contemplating Suicide Gavin Fairbairn takes fresh look at suicidal self harm. His view is distinctive in not emphasising external facts: the presence or absence of a corpse, along with evidence that the person who has become a corpse, intended to do so. It emphasises the intentions that the person had in acting, rather than the consequences that follow from those actions. Much of the book is devoted to an attempt to construct a natural history of suicidal self harm and to examine some of the ethical issues that it raises. Fairbairn sets his philosophical reflections against a background of practical experience in the caring professions and uses a storytelling approach in offering a critique of the current language of self harm along with some new ways of thinking. Among other things he offers cogent reasons for abandoning the mindless use of terms such as attempted suicide and parasuicide , and introduces a number of new terms including cosmic roulette , which he uses to describe a family of human acts in which people gamble with their lives. By elaborating a richer model of suicidal self harm than most philosophers and most practitioners of caring professions currently inhabit, Fairbairn has contributed to the development of understanding in this area. Among other things a richer model and vocabulary may reduce the likelihood that those who come into contact with suicidal self harm, will believe that familiarity with the physical facts of the matter - the actions of the suicider and the presence or absence of a corpse - is always sufficient to justify a definite conclusion about the nature of the self harming act.