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
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).
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: Radical teacher: a socialist, feminist and anti-racist journal on the theory and practice of teaching, Band 103, S. 26-37
ISSN: 1941-0832
With the adoption of the Universal Declaration of Human Rights in 1948, education about human rights became an important focus of the new human rights regime and a core method of spreading its values throughout the world. This story of human rights is consistently presented as a progressive teleology that contextualizes the expansion of rights within a larger grand narrative of liberalization, emancipation, and social justice. This paper examines the disjuncture between the grand narrative on international movements for human rights and social justice and the lived experiences of marginalized students in urban environments in the United States. Drawing on our experience as professors who teach human rights, social justice, and social movements courses at an urban, four-year college in Providence, R.I., with a student body which includes large populations of students who are of color, first-generation, economically disadvantaged, and nontraditional in other ways, we explore the relevance and impact of these grand narratives for the lives of our students and their sense of agency. In particular, we advocate for a critical and transformational approach to human rights pedagogy to counter and overcome the pervasive individualization that undergirds the grand narrative of human rights. We argue that a critical (and radical) human rights pedagogy must evaluate the position of the individual in modern life if liberation through human rights law and activism is to be possible.
In: Media and Communication, Band 6, Heft 1, S. 34-42
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.
In: Review of radical political economics, Band 38, Heft 4, S. 539-550
ISSN: 1552-8502
In: Pedagogika: naučno spisanie = Pedagogy : Bulgarian journal of educational research and practice, S. 837-855
ISSN: 1314-8540
At the beginning of the twentieth century in Bulgaria the developmentof the idea about art education has "common features" with the progressiveprocesses in other European countries, but is characterized with originality, which is determined by the national image and vitality of the Bulgarian art, influenced by the newly established National academy of art and from the democratic traditions in our enlightenment work. The article attempts a new reading of the "School Practice" journal, published in the period 1906 – 1912, which reflects bold and progressive for its time pedagogical ideas related to the utopian idea of the ideal school. The study of these progressive ideas for its time is based on historical retrospection, study and interpretation of selected articles published in the "School Practiceˮ journal.
In: Modern Asian studies, Band 47, Heft 2, S. 542-580
ISSN: 1469-8099
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.
In: Romanian Journal of Military Medicine, Band 125, Heft 4, S. 668-686
ISSN: 2501-2312
"The aim of the research was to determine the social and psychological predictors of alcohol-related incidents involving servicemen. The research involved 310 servicemen, who were subjected to disciplinary and administrative penalties within 2016-2021 years for the offence commitment under the influence of alcohol. The control group included 650 servicemen who joined the service within this period. The analysis of psychological features of servicemen was carried out with the help of the following methods: "Determination of Type Accentuation of Character Traits and Temper" Questionnaire, "Self-Esteem Structures of Temper Questionnaire", "Multilevel Personality 'Adaptability' Questionnaire", "Progressive Matrix", "16 PF Questionnaire", and "Self-Esteem Structures of Temper Questionnaire". Cluster analysis was used to differentiate servicemen who committed incidents under the influence of alcohol. The determined typology was valuable for the organization of preventive works, events dedicated to the improvement of socialization by recruits, adequate formation of servicemen image as well as their identification in accordance with it, and events dedicated to the prevention of suicidal behaviour."
In: Organization: the interdisciplinary journal of organization, theory and society, Band 21, Heft 4, S. 568-578
ISSN: 1461-7323
In what follows, we present a conversation with Professor Noam Chomsky on the topic of whether the business school might be a site for progressive political change. The conversation covers a number of key issues related to pedagogy, corporate social responsibility and working conditions in the contemporary business school. We hope the conversion will contribute to the ongoing discussion about the role of the business school in neoliberal societies.
In: Historical Social Research, Band 42, Heft 4, S. 253-279
My thesis is that liberal and progressive education models respectively refer to dual and unitary conceptions of intellectual development, and that these differences account for their pedagogical antagonisms. I test the validity of this argument by using it to account for the evolution of Western pedagogy and the fate of liberal and progressive education. I introduce the dualist epistemological premises of the major educational models that have followed one after the other in the history of Western education. Then, I account for the impact of classical empiricism, and later evolutionary doctrines, on the discredit of liberal education and the emergence of educational progressivism. Progressive educational conceptions are rooted in a representation of humankind developed under the influence of the Darwinian revolution. They justify an adaptive model of the mind within the framework of a functionalist psychology. According to alternative currents of modern educational thought, the use of auxiliary means of thought marks a rupture with human biological development. These currents underpin a dual conception of human reason according to which rational or theoretical understanding is a sui generis dimension of thought. They offer support for a modernized version of liberal education.
In: Cultural studies - critical methodologies, Band 10, Heft 3, S. 175-186
ISSN: 1552-356X
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.
In: Cultural studies - critical methodologies, Band 1, Heft 1, S. 5-23
ISSN: 1552-356X
This article addresses the role public intellectuals and cultural workers might play in challenging the pervasive institutional and ideological influ ence of neoliberalism as it continues to attack all public spaces and social services not governed by the logic of the market. The author takes up this challenge by articulating a relationship between the political and peda gogical that is central to any notion of cultural politics. In doing so, he attempts to foreground how the diverse forms of critical pedagogy and cul tural studies can engage in progressive cultural politics through the interre lated registers of insurgent citizenship, a performative critical pedagogy, and a contextualized notion of political agency. The interconnected con cepts of discourse, context, power, and theory are used to critique notions of textuality that refuse to link the symbolic to material relations of power and to engage the limits of dystopian performative work that fails in spite of its appeal to the transgressive to address urgent social issues. The author concludes by pointing to a number of cultural activists whose work embod ies a radical intersection of the performative and the political.
In: Izvestija Saratovskogo universiteta: Izvestiya of Saratov University. Serija filosofija, psichologija, pedagogika = Philosophy, psychology, pedagogy, Band 10, Heft 2, S. 46-50
ISSN: 2542-1948
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.