Teaching development grants final and financial report: The (im) possibilities of a postmodern ethic

Recently, ethical thinking has turned away from universalist approaches to ethics, towards a postmodern understanding of professionalism in early childhood education. Rather than following a prescribed set of rules based on what one is obliged to do in general terms, a postmodern approach to ethics requires early childhood teachers to consider their responsibilities in specific situations. A postmodern ethic demands that early childhood professionals engage with critical reflection about knowledge and truth. However, it is still unclear how critical reflection and a postmodern ethic might be understood within the context of Hong Kong. The purpose of this project is to develop, implement, and evaluate pedagogies and assessments that support early childhood preservice and inservice teachers' critical reflection that enables them to develop a culturally appropriate postmodern ethic.