Progressive Pedagogy in the U.S. History Survey
In: Radical teacher: a socialist, feminist and anti-racist journal on the theory and practice of teaching, Band 83, Heft 1, S. 10-13
ISSN: 1941-0832
In: Radical teacher: a socialist, feminist and anti-racist journal on the theory and practice of teaching, Band 83, Heft 1, S. 10-13
ISSN: 1941-0832
In: Multicultural perspectives: an official publication of the National Association for Multicultural Education, Band 6, Heft 4, S. 37-48
ISSN: 1532-7892
Historians have argued that Canada's Diamond Jubilee of Confederation in 1927 represents one of the federal government's most sustained and successful attempts at nation building in the interwar period. In this mass outpouring of patriotic celebration, schools in particular played an important role in producing commemorative events, but also in constructing an engaging and accessible historical narrative for public consumption. At the heart of these events was the staging of hundreds of historical pageants, including many performances produced by teachers and students. This article examines how progressive pedagogies, such as active and play-based learning, came to be aligned with nation-building initiatives in widely produced historical pageants. Furthermore, it examines two published historical pageant scripts performed in Ontario's schools to reveal the dominant themes of the historical narratives being promoted in relation to Indigenous-settler relations, gender, and national identity. ; Les historiens conviennent généralement du fait que le Jubilé de diamants de la Confédération, en 1927, constitue, de la part du gouvernement fédéral, l'une des tentatives de l'entre-deux- guerres les plus durables et les plus fructueuses d'édification de la nation. Lors de cet important mouvement de célébration patriotique, les écoles, plus spécifiquement, ont joué un rôle déterminant non seulement dans la production d'événements commémoratifs, mais aussi dans l'élaboration d'un récit historique destiné au grand public. Au centre de ces événements se trouvaient notamment de fameuses reconstitutions historiques dont certaines mises en scène et produites par les enseignant.e.s et leurs élèves. Cet article étudie la façon dont, à travers ces reconstitutions historiques largement produites, ces pratiques pédagogiques innovantes se sont alignées sur les efforts de construction d'une nation alors déployés. En outre, il analyse deux publications de reconstitutions historiques scénarisées jouées dans les écoles de l'Ontario afin de mettre en lumière les thèmes dominants, reliés à la nature des relations entre Autochtones et colons, au genre et à l'identité nationale, des récits historiques alors mis de l'avant.
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In: Social policy and society: SPS ; a journal of the Social Policy Association, Band 21, Heft 1, S. 106-122
ISSN: 1475-3073
University staff from African, Asian and other Minoritised Groups (AAMG) are not resigned to the pervasiveness of white supremacy in the corridors, classrooms, and lecture theatres of the academy. This article articulates a self-study, where we employ our own narratives and stories, as leaders, teachers, and students on a race-specific initiative. The work presented here attempts to offer a counter-narrative to the colour-evasive discourse and policymaking throughout the English Higher Education sector that perpetuates deficit perspectives for AAMG students. In addition to this, we propose a 'Progressive Relational Pedagogy' that provides a strong foundation for meaningful work across the Higher Education sector. In doing so, we provide a way forward in policy and practice to sustain the cultural richness, heritages, and authenticities of AAMG students. The narrative concludes with pragmatic steps towards enhancing organisational alignment, integration and governance through a race inclusion lens, courtesy of leveraging steps from a Race Inclusion Framework that is underpinned by the LEAD Enterprise Ontology (von Rosing and Laurier, 2015; Caine and von Rosing, 2018).
This dissertation marks out a modernist counter-tradition, analyzing a set of texts that locate critical potential in outmoded, paradigmatically pre-modern educational forms. I show that such an anachronism, common to Italian and English-language literary culture and, later, cinema, organizes works by Walter Pater, Giovanni Pascoli, James Joyce, Pier Paolo Pasolini, and Glauber Rocha. All of these figures, I argue, oppose ideologies of progress by returning to the Latin class long since left behind by progressive educators. Across the political spectrum, modernizing reformers claimed that old-school education, often disparagingly called "instruction," had become a dead weight, an impediment to progress. From Jean-Jacques Rousseau to John Dewey and Giovanni Gentile, these theorists declared instruction obsolete, deemed it empty, mechanical, infantilizing, and futile. Time and again, the discourse of progressive education targeted Latin in particular; the dead language—taught through such time-tested means as recitation, memorization, copying out, and corporal punishment—needed to be updated or eliminated, reformers argued, so that students could breathe free and become modern, achieving a break with convention and constraint. By contrast, the authors I study look to instruction's techniques precisely, and they find unlikely resources for a critique of modernity in the very practices that progressive reformers sought to clear away. Registering the past's persistence, these authors themselves persist in what look like most retrograde attachments—to tradition, transmission, scholastic rites, and repetitive verbal forms. But the pedagogies of constraint that they devise—pedagogies that I call "counter-progressive"—repeat the past to radical effect. Thus, against his own early liberal tendencies and a backdrop of broad educational reforms, Pater assigns "mechanical exercise" in his late essays, lectures, and fiction. Pascoli's Paedagogium makes the case for the embattled classical school, complementing the author's defense of this school against a range of reformist detractors. Joyce re-imagines the pensum, or punitive copying of text, as a literary form in "Oxen of the Sun," and Pasolini's Salò radicalizes other instructional rites. Rocha's Claro, finally, marks the limits of the counter-progressive pedagogy that it continues, returning, like all of the works I consider, to school, to Rome, and to a history that it cannot escape.
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Trump, the Alt-Right and Public Pedagogies of Hate and for Fascism: What Is To Be Done? uses public pedagogy as a theoretical lens through which to view discourses of hate and for fascism in the era of Trump and to promote an anti-fascist and pro-socialist public pedagogy. It makes the case for re-igniting a rhetoric that goes beyond the undermining of neoliberal capitalism and the promotion of social justice, and re-aligns the left against fascism and for a socialism of the twenty-first century.Beginning with an examination of the history of traditional fascism in the twentieth century, the book looks at the similarities and differences between the Trump regime and traditional Western post-war fascism. Cole goes on to consider the alt-right movement, the reasons for its rise, and the significance of the internet being harnessed as a tool with which to promote a fascistic public pedagogy. Finally, the book examines the resistance against these discourses and addresses the question of: what is to be done?This topical book will be of great interest to scholars, to postgraduate students and to researchers, as well as to advanced undergraduate students in the fields of education studies, pedagogy, and sociology, as well as readers in general who are are interested in the phenomenon of Trumpism.
Pedagogical practices are based on establishing commitment. Contractual pedagogy corresponds to a contract-based social order. Contractual pedagogy aims at democratizing pedagogical relationships. Contractual pedagogy involves a pedagogic process of collective subjectivation. Contractual pedagogy does not represent the kind of pedagogical 'counter-model' familiar to progressive pedagogies that aspire towards democratic codetermination. Purpose: This article investigates the establishment of commitment in pedagogical practices through what are known as 'behavioural contracts'. Such contracts are seen as a participatory element of democratic pedagogy and are linked to the aim of strengthening students' self-determination. The objective is to demonstrate that as a pedagogical phenomenon, contractual pedagogy is oriented towards a practice of self-control achieved through external control, assuming a basis of sovereignty and reason. Methodology: The article provides an investigation of material from an ethnographic research project in Germany on social learning in school-based pedagogical contexts. The study is informed by practice theory, theory of school and theory of social pedagogics. Findings: This article argues that contractual pedagogy as a subjectivising constellation is primarily directed towards re-establishing the pre-existing institutional order. It demonstrates that contractual pedagogy can neither be understood as a particularly participatory method of democratic pedagogy, nor as a governmental power strategy, but as a subjectivising exercise that introduces students to a central tenet in modern societies. Through this, connections are formed between specific forms of (collective) subjectivation. Research implications: Further theoretical and empirical analyses are required, which make other pedagogical impulses, such as an ethics of care or the critique of the subject, fruitful for Democratic Pedagogy.
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In: Routledge studies in education, neoliberalism, and Marxism
This volume makes the novel contribution of applying Nancy Fraser's concept of progressive neoliberalism to education in order to illustrate how social justice efforts have been co-opted by neoliberal forces. As well as recognising the lack of consensus surrounding the very nature of Fraser's concept of progressive neoliberalism, the book delivers a diversity of perspectives and methodological orientations that offer critical and nuanced examination of the diverse ways in which progressive neoliberalism has shaped education in North America. Documenting manifestations of progressive neoliberalism in areas including anti-racist education, teacher education, STEM, and assessment, the volume uses qualitative empirical research and critical discourse analysis to identify emerging tools and strategies to disentangle the progressive aims of education from neoliberal agendas. Offering a rarely nuanced treatment of the phenomenon of neoliberalism, this text will benefit scholars, academics, and students in the fields of education policy and politics, the sociology of education, and the philosophy of education more broadly. Those involved with the theory of education and multicultural education in general will also benefit from this volume.
In: Cultural studies - critical methodologies, Band 3, Heft 1, S. 44-61
ISSN: 1552-356X
In this article, the author explores some of the implications of cultural studies perspectives on representation, curriculum, and pedagogy. The most significant and far reaching of these implications has to do with the postmodern disruption of the binary opposition that has framed thinking about education in the modern era: the logos/mythos or truth/myth binary. To develop these ideas, the article focuses on the mythologizing of Rosa Parks as a new, multicultural hero in American education and popular culture. The author argues that although the growing attention to Parks's life must be taken as a hopeful sign that new multicultural heroes are beginning to be celebrated in the curriculum, as Parks's life has been mythologized, it increasingly has been incorporated within a nonthreatening and even culturally conservative mythology. The article then explores some of the attributes of alternative, more progressive mythologizings of Parks's life.
In: Postcolonial Studies volume 43
Cover -- Table of Contents -- Acknowledgements -- Glossary -- Introduction -- 1 Sharing Silences: Inter-klas Dialoguesin the Art Scene of Port-au-Prince -- 2 Conditional Hospitality: Atis Rezistans in European and U.S. American Art Institutions -- 3 Gestures of Generosity: Politics of Emotions at the Ghetto Biennale in Port-au-Prince -- 4 Between Harmony and Anger: Exhibition Spaces by Eugène, Guyodo, Getho, and Papa Da -- 5 Disobedient Musealities: The Master's Tools Revisited -- Resume: Alleviative Objects, or Translating Black Suffering into White Pedagogy -- Bibliography -- List of Illustrations.
In: Routledge Studies in Education and Neoliberalism
In: Routledge Studies in Education, Neoliberalism, and Marxism Ser.
This book presents a novel perspective on neocolonialism, education and other related issues. It unveils the effects of neocolonialism on the learning and well-being of students and workers, including marginalized groups such as Native Americans, Latino/as, and African Americans. It is a collection of in-depth interviews with and heartfelt essays by committed social justice educators and scholars genuinely concerned with educational issues situated in the context of western neocolonialism and neoliberalism.This dialogical way of discussing important issues and co-constructing knowledge can be
Black Mountain College (1933–57) is famous for the creative artists who taught and studied there. But behind its celebrated alumni was a modernist institution, whose liberal arts curriculum entwined modernist aesthetics with progressive principles developed from John Dewey. Under John Andrew Rice's pioneering leadership, Black Mountain College began to work out a democratic pedagogy of creative experience quite different from most other US institutions of Higher Education. Modernist principles of method informed the entire teaching situation and the relations between students and staff, rather than just being studied inside discrete textual objects.
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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.
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This article draws from John Dewey's philosophy of education, ideas about democracy and pragmatist assumptions to explain how his articles for The New Republic functioned pedagogically. Taking media as a mode of public pedagogy, and drawing extensively from Dewey's Democracy and Education, as well as from his book The Public and its Problems, the article explores the relationships between communication, education and democracy using the expanded conceptions of all the aforementioned advanced by Dewey. Borrowing insights from Randolph Bourne, who used Dewey's own ideas to criticize his mentor's influence on intellectuals who supported US involvement in World War I, the analysis explores the contradictions within Dewey's public pedagogy. The article suggests Dewey's relevance as a public intellectual in the liberal-progressive press, his view of the State and some of his related presuppositions produced a tension in his thought, delimiting democratic possibilities while simultaneously pointing toward greater democratic potentials. The essay concludes by suggesting that learning from both Dewey and Bourne prompts us to get beyond the former's public/private dualism to realize what he called the "Great Community" by communicating and practicing the Commons.
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This article, acknowledging the variety of interpretations and applications of critical pedagogy, delves into the thought and politics of Paulo Freire to review theoretical and political foundations, along with a consideration of common criticisms and responses from critical theorists. Informed by recent literature, I highlight the theory of critical pedagogy as dialectic, and examine the inherent political nature of critical pedagogy as non-sectarian, anti-neoliberal, radical-progressive, democratic, and humanist. After reviewing the theoretical and political foundations of critical pedagogy, I consider criticisms in the literature related to its emphasis on theory as abstract, potential inherent sexism and cultural invasiveness. As I aim to show, these criticisms, while not without some merit, are based primarily on a strawman portrayal of critical pedagogy as inherently liberating without serious interrogation of the intentions of the teacher. Noteworthy criticisms which may help the field of critical pedagogy to evolve beyond a myopic view of democracy originate from Indigenous scholars' approach to integration and critique of critical pedagogy. The significance of this article pertains to clarification and reconsideration of critical principles in an era where schooling serves as a battleground between liberal and conservative forces. In an era of polarization, critical pedagogy contributes an underrepresented perspective in this debate, as it critiques both Right and Left, offering a critically nuanced rather than a sectarian assessment.
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