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This study looks at Angel DeCora, Winnebago artist and teacher (1871-1918) with regard to her visionary influence as an Indian school art teacher. By exploring interactions among DeCora, policy makers, and American Indians, this chronological study addresses: how DeCora's Indian arts curriculum and aesthetics influenced her American Indian students at Carlisle; how DeCora used elements of her Winnebago culture, the Pan-Indian culture, and the Euro-American viewpoints to serve her purposes as an arts educator and activist; and what her aesthetic motivations were as embodied by her art, curriculum design, and students' work. Educated on the Winnebago Reservation in Nebraska until age12, she was taken to Hampton Normal and Agricultural Institute, Virginia's Freedman Bureau School also serving American Indians. She attended Smith College, studied at Drexel Institute becoming a professional artist before accepting her position as Director of Native Industries at Carlisle Indian Industrial School. The military barracks at Carlisle, Pennsylvania, 1879 -1918, housed the first federally funded, off-reservation, secular, Indian Boarding School. Carlisle's military structure and vocational curriculum influenced non-reservation boarding schools during the Assimilation era. Assimilationist Indian boarding schools coerced students in strict regimented methods to learn the English language, writing, culture, and vocations. Investigating this history is vital to understanding the two-way influence of Native American and Euro-American worldviews represented in art. The sample student studies represent visual expressions of values and culture specific to the era. Images created under DeCora's tutelage show cultural resilience and relationships between Indian teacher and student. Topics specific to her curriculum are revealed for the first time through student work. By validating female leadership as Director, she mirrored the shared gender roles in many Native cultures. DeCora affirmed the depth of student potential and cultural heritage while refuting the racial deficit model. She promoted expression of Native worldviews by emphasizing the unique contributions of Native arts. She foreshadowed postmodern, pluralistic rhetoric by elevating decorative design over the tenets of Western illusion asserting the holistic framework of Native aesthetics. DeCora used the cultural empowerment potential of art education within her pedagogy to strengthen cultural ties and create a small space for students to thrive.

The concept of "metropolitan pedagogy" got foothold in larger urban areas in Central Europe during the years before the First World War. The advocates of this loosely organized reform movement - predominantly progressive primary school teachers in rapidly growing German speaking towns like Berlin, Bremen, Hamburg and Vienna - emphasized urban space as a learning environment and curriculum resource of outmost importance. They experimented with excursions, object lessons and new textbooks to "adjust" the official school curriculum to real life situations and demands. They also sought to practice the conviction that the city could serve as a vehicle for democratic culture and community awareness and function as a negotiation platform to tackle the knowledge inflation of modern society.

In an interdisciplinary, hermeneutical study using primary and secondary documents from history, philosophy, political theory, and critical pedagogy, the dissertation focuses on dialogue, friendship, and citizenship. The philosophical foundations of friendship in the works of Epicurus and Ralph Waldo Emerson are discussed. Included in the study is the history of citizenship and analysis of works on dialogue and community. A critical consciousness is significant for real dialogue to precipitate friendship. The philosophical foundations of friendship in the works of Epicurus and Ralph Waldo Emerson are echoed in the Peaceable Schools Model for secondary schools. Based on social justice and the avoidance of conflict, the Peaceable Schools Model ministers a progressive pedagogy and fosters a living citizenship for students in public schools and in the community.

The act of making music can function as a tool for resistance and empowerment. Rock and roll schools for girls, which have developed across North America in the wake of the Riot Grrl movement of the early 1990s, use feminist approaches to music education to teach young women how to empower themselves and articulate their voices through music. This paper is based on interviews conducted with girls, aged nine to twelve, who participated in a Rock and Roll School for Girls workshop that I organized and facilitated in January, 2007. At this workshop, the girls learned basic guitar, drums and songwriting skills in a non-hierarchical environment informed by feminist and alternative approaches to pedagogy. Drawing on methodologies from feminist theory and musicology I will argue that women have traditionally been prevented from expressing our voices, and that music can act as a vital tool for self-expression and for the furthering of progressive political ideologies. Research from the growing field of Girl Studies and musicological work documenting the exclusion of women from rock music subcultures provide justification for girl-focused music education. Drawing on the work of feminist theorists, including Helene Cixous, I will examine the concepts of voice and vocality, specifically as they apply to young women. Ultimately, the goal of this paper is to argue that rock music can function as a feminist activist tool and that rock and roll schools for girls can provide young women with the musical skills through which to subvert gender norms and articulate empowered voices.

AbstractThis paper examines changes between 1992 and 2010 in Japanese junior high school history textbooks' representations of imperial Japan's colonialism and aggression in Asia, using documentary study and interviews with actors in the textbook production process. Following a trend to increase textbook material on Japan's wartime aggression in the mid-1990s, after 2000 publishers approached this topic in contrasting ways, some expanding and some reducing their coverage, with dramatically varying results in terms of market share. Publishers' decisions on content were related to their market position and to changes in local textbook adoption procedures that have increased the decision-making power of appointed boards of education at the expense of teachers. Increased market share since 2000 is associated primarily with a progressive pedagogy in tune with recent curriculum reforms. The recent spotlight on textbook adoption has exposed weaknesses in the system, such as inadequate representation of the local community and insufficient guarantee of teachers' expert input in the adoption process. With the introduction of new textbook approval criteria requiring their conformity with the patriotic emphases of the revised Fundamental Law on Education of 2006, the content of future textbooks will clearly be strongly influenced by both approval and adoption processes.

This article considers how the intersection of cultural theory and pedagogy in the classroom might be utilized to foster greater global awareness and engagement. Specifically, it addresses how critical examinations of theories regarding the constitution of subjectivity relate to developing and advancing progressive conceptions of global corporate behavior and how liberatory pedagogies (i.e., addressing questions of culture, knowledge, power, representation, and agency) might intercede in the development of more ethically conscious conceptions of corporate professionalism. Such exercises force new considerations for imagining the world and one's role in it, potentially stimulating new forms of social engagement within and against the logics and reality of global capital; forms that promote progressive thinking and social justice while reinvigorating how we collectively conceptualize and engage the dynamics of the corporate sphere in our global age.

Object of study this article is the problem of progressive development and aesthetizations social relations of Russia before reform (1861), reflected in literary, social, political works political attitudes of P.L. Lavrov. An object of research are his literary, social, economic, political views analyzed from aesthetic positions. In article is the actual socio-philosophy problem of development, transformation, perfection, humanisation and harmonisation social relations.

Political progressives in Canada and the United States are deeply concerned by the manner in which their countries treat their poor. They are dismayed at the dismantling of the social welfare state, the weakening of public education systems and the grotesque and ever-growing inequality of wealth. To remedy this problem, citizens need to be more aware of how political ideology influences attitudes and actions, and they need to better comprehend the effects of hegemonic discourses in the corporate media and school curriculum. This book informs educators how to develop context-specific pedagogy t

Cambourne and Turbill trace the growth, change and finally marginalisation of progressive approaches to literacy education by examining whole language philosophy in Australia from the 1960s to the present. Using a critical lens, Cambourne and Turbill describe how whole language has been positioned throughout the last nearly 50 years in terms of curriculum, pedagogy, and assessment. Cambourne and Turbill offer a personal history of whole language in Australia and draw connections of the educational changes occurring in their country to other western democracies. Their insights are valuable in order to examine other grass roots programs and to better understand how politics impact educational movements.

In the late 1980s, at a time when secularism is becoming a less and less mobilizing concept and "democratization" seems to have reached a deadlock, the minister of Education, Lionel Jospin, launches the renewal of the curriculum. The National Council for Curriculum which was created in 1990 is intended to be the kingpin of this reforming undertaking. By means of interviews and by using the results of a survey into records, the present article analyzes the territory struggles in the bureaucratic field between the National Council for Curriculum, the General Inspectorate of the Ministry of Education, the Directorate for Secondary Education; that is to say the three institutions which were in conflict at that time to take absolute power in the field of pedagogy. It shows how the progressive codification of an institutional modus vivendi makes it possible for a thorough reform of the secondary school curriculum to be initiated, the ending of which is the establishment of a the "common base of knowledge and skills". Adapted from the source document.

When men participate as students in Women's and Gender Studies (WGS) classrooms, they undergo feminist change. They adopt more progressive understandings of gender, show greater support for feminism, and increase their involvement in anti-sexist activism. Male students in WGS classrooms benefit to the same degree as female students, showing similar levels of change, although they start with poorer attitudes and thus the gap between them and their female peers persists. At the same time, male students' presence highlights critical challenges to feminist pedagogy: gendered patterns of interaction, resistance to feminist teaching, and limitations on women's critical reflections on personal experience. When men teach WGS, typically they are ''graded up''—evaluated by students as less biased and more competent than female professors. Male professors face distinct dilemmas in teaching about gender inequality from a position of privilege. Yet, like male students, they can adopt traitorous and antipatriarchal social locations and standpoints, developing pedagogies for and by the privileged.

This article puts forward some philosophical, sociological and psychological principles that fundament the relevance of multicultural education. Specifically, it analyzes the postures of some relevant theorists, with a dynamic and inclusive focus about the learning process. The essay also outlines the human rights declaration as fundamental to consider multicultural education in pluralist spaces. Likewise, it discusses the advances reached during the 1960's civil rights movement to knock out racial segregation in United States' schools. Ultimately, the article problematizes the ideological junction between the progressive philosophy principles, the sociocultural theory, critical pedagogy and the relevance to implement a multicultural approach in educational practices. It is important to indicate, that John Dewey's philosophical writings about democratic education in some way, precede the claim for an equitative education that took place in the middle of the twentieth century. How to cite: Lara-Fonseca, L. (2019). Fundamentos teóricos e históricos para una discusión sobre la implementación de la educación multicultural en la escuela democrática. Pedagogía, 45(1), 155-170. Retrieved from https://revistas.upr.edu/index.php/educacion/article/view/16514 ; En este artículo se expondrán algunos de los principios filosóficos, sociológicos, psicológicos e históricos que fundamentan la implementación de la educación multicultural en la escuela democrática. Específicamente, se analizan las posturas de algunos teóricos relevantes, los cuales describen los procesos de aprendizaje con un enfoque dinámico e inclusivo. Asimismo, se esbozará la declaración de los derechos humanos cómo esencial para considerar la educación multicultural en espacios pluralistas. De la misma manera, se contextualizarán los sucesos históricos que favorecieron la erradicación de la segregación racial en las escuelas de Estados Unidos de Norteamérica. En última instancia, se problematizará la confluencia ideológica entre la filosofía progresivista, la teoría sociocultural, la pedagogía crítica y el derecho a una educación multicultural. Conviene adelantar que los escritos sobre la educación democrática de John Dewey pudieron preceder muchos eventos en los que se exigió el derecho a una educación equitativa a mediados del siglo XX. Cómo citar: Lara-Fonseca, L. (2019). Fundamentos teóricos e históricos para una discusión sobre la implementación de la educación multicultural en la escuela democrática. Pedagogía, 45(1), 155-170. Recuperado a partir de https://revistas.upr.edu/index.php/educacion/article/view/16514

The monitorial system is a way of teaching which uses monitors who are the more educated pupils of the school. At the very end of the XVIIIe century, two english pedagogues, Bell and Lancaster, establish this system of education for the poor children. Its founders want it to be both efficient and economic. So the usual pedagogy changes radically. Not only, in these schools, pupils teach pupils but they learn how to read and write simultaneously which is new at that time. Moreover, there are, in each matter, progressive series of lessons, rising step by step. Pupils are taught in different classes according to their proficiencies. Cheap school materials as slates and cardboards are also used. In France, this new way of teaching appears in 1815. In Brittany, between 1817 and 1822, more than fourty schools are established, especially in towns and big villages. But the catholic clergy don't appreciate these rival institutions. According to the Church, the education of the poor should be totally in its own hands. It's worth analysing the consequences of that innovation in Brittany where people are less educated than in the rest of France, very religious and dominated by the rich worthies. Apart from the religious, social and political sides, the pedagogy and the situation of the teachers are also interesting matters. In order to make this study more realistic, these pioneers of primary education are observed through a collection of pen portraits. Actually, considering these two aspects, not much studied by historians until now, changes brought by the monitorial system are notable ; L'enseignement mutuel consiste à utiliser des élèves plus instruits pour enseigner aux autres. A la fin du XVIIIe siècle, deux pédagogues anglais, Bell et Lancaster, élaborent ce système d'instruction en direction des enfants pauvres. Celui se voulant à la fois efficace et économique, on aboutit à une sorte de révolution pédagogique. Non seulement l'enseignement est confié à des enfants mais les élèves apprennent à lire et à écrire en même ...