ABSTRACT
Chapter 4 is devoted to ethics education in the (spoken language) interpreting curriculum. In order to support structured decision-making, the chapter draws attention to the Demand Control Schema for use in spoken language dialogue interpreting, developed by Robyn Dean and Robert Pollard in the context of sign language interpreting. This is complemented by discussions on drama-based pedagogies that support the dynamic development of ethical thinking in safe rehearsal spaces. The chapter also shows how academic research in interpreting studies, particularly corpus-based research, can shape the creation of materials to support ethics education in conference interpreting. The potential of interdisciplinary and case-based learning is also examined, as are codes of ethics, with practical suggestions given for the development of cases that support effective student learning. Finally, the chapter explores activism in interpreting, with activities designed for students to reflect on their social roles as interpreters and the relationship between activism and (professional) ethics.
