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This book has been written across many continents and time zones, each place having contributed something unique to my experience of writing in situated contexts. In addition to what I have learned from these experiences, my colleagues , friends, and students have had the most impact on the form and content of my ideas. First and foremost, I thank Deborah Britzman, not only for giving me the opportunity to publish my work in her series but for the generosity and warmth of her intellectual friendship, which contributed greatly to my finding a home in the academy. Upon taking my first position at York University , Sharon Murphy encouraged me to design a graduate course on ethics and education, which led to the conception of this book. I am quite grateful for that opportunity. Alice Pitt read various pieces of writing and suggested resources along the way; her wonderful dinners got me through some long days. I thank Michaela Hynie for her provocative conversations—over many cups of coffee—that kept my thinking moving in new directions. I am also indebted to Lisa Farley for easing the difficulties of my life over the past couple of years with her characteristic sensitivity as well as for providing a careful reading of the manuscript. Many thanks to Margaret Manson on whom I could always count for sustenance in those times of difficulty with the writing —and with life in general. Trent Davis offered his routine thoroughness in pulling the notes together, and his ongoing questions clarified my own thinking .Thanks also to Stan Nemiroff, who helped me fine-tune some of my ideas at an early stage. Roger Simon commented extensively on a previous version of chapter 1, and Paul Standish offered editorial advice on an earlier version of chapter 4. I am also grateful to the anonymous reviewers of the manuscript who provided most thoughtful readings and allowed me to engage my work with some distance. I also wish to thank the Social Sciences and Humanities Research Council and the Faculty of Education at York University for their financial support in allowing me to research various chapters. In pulling together the final draft of the manuscript, I was a guest researcher at Örebro Universitet in Sweden, and I thank colleagues there for providing me with a home away from home. Portions of this book have been read over the last few ix ACKNOWLEDGMENTS years at various conferences and seminars from which I have benefited from some engaging discussion: the Philosophy of Education Society, the American Educational Research Association, Uppsala Universitet, Örebro Universitet , the Conference on the Internationalization of Curriculum Theory and Philosophy of Education in Baton Rouge, and the Bergamo Conference on Curriculum Theorizing. Finally, I extend my loving thanks to my partner, Carl Anders Säfström, whose emotional intensity and responsiveness infuse the words I write here with a “breathlessness of spirit.” Material in various chapters has been published elsewhere. Parts of chapter 1 first appeared in “‘Bringing More than I Contain’: Ethics, Curriculum, and the Pedagogical Demand for Altered Egos,” Journal of Curriculum Studies 33, no. 4 (July 2001): 431–450 (www.tandf.co.uk). Portions of chapter 3 have appeared in “A Fine Risk To Be Run? The Ambiguity of Eros and Teacher Responsibility,” in Studies in Philosophy and Education 22, no. 1 (January 2003): 31–44. Chapter 4 was based on material from two articles: “Guilt, Suffering , and Responsibility,” in Journal of Philosophy of Education 35, no. 4 (Fall 2001): 597–614, and “When Is Guilt More than Just a Petty Face? Moving from Liberal Guilt Toward Reparation and Responsibility in Education,” in Philosophy of Education 2000: 357–364. x Learning from the Other ...

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