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
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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: Education and urban society, Band 55, Heft 3, S. 342-370
ISSN: 1552-3535
"No Excuses" charter schools are at the center of many debates in education policy. First, what accounts for their test success, excellent learning environments or merely test preparation? Second, are strict behavior policies necessary to create efficient learning environments or are they harmful to students and their ability to navigate authority? This study uses classroom observations, student surveys, and interviews of administrators, teachers and students to understand the dynamics of pedagogy and discipline in two high-performing charter schools in New York City. Surprisingly, what makes these top "no excuses" schools successful is what distances them from the "no excuses" standard definitions. The schools displayed progressive mathematics pedagogy, reflective and abridged discipline practices, and strong school cultures that retained both students and teachers. These findings suggest that there are more nuances in the "no excuses" model than previously known and which need to be understood before continued replication.
In: Multicultural perspectives: an official publication of the National Association for Multicultural Education, Band 6, Heft 4, S. 37-48
ISSN: 1532-7892
In: Journal of Educational and Social Research: JESR, Band 7, Heft 1, S. 195-201
ISSN: 2240-0524
Abstract
The beginning of the XX century was the time when the contradictions of the capitalism pass into imperialism and leaded to the World War Two. The imperialist relationships between states and the abnormal aggravation of the classes, divergences between bourgeoisie and proletariat extended the activity of bourgeoisie regarding the variety of culture. The fear for the existence of the bourgeoisie class and the desire for the preservation of the capitalist system were seen in the cultural attempts of the beginning of the XX century. In this period is seen the birth of the new pedagogy, which is recognised as the progressive pedagogy gaining role and importance in the capitalist world. The movement started first in the United States of America in the first hundred years of the XX century. The new ideas were first developed by some young teachers who tried to put these into practice. Step by step those ideas were supported by a wider scale of teachers or scholars. The pedagogic progressive movement was strengthened during the last twenty years of the XX century, reaching its peak with the foundation of the "Progressive Education Association".
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: Frontiers: a journal of women studies, Band 40, Heft 2, S. 126-166
ISSN: 1536-0334
In: Journal of progressive human services, Band 6, Heft 1, S. 27-43
ISSN: 1540-7616
In: Modernist cultures, Band 14, Heft 3, S. 261-290
ISSN: 1753-8629
Literary modernism co-developed with modern pedagogy, particularly progressive education's pedagogy of experience. But although many modernists were teachers, the deep relationship between the writer and the classroom has not had the critical attention it deserves. Since the 1970s, progressivism has been caricatured as an individualist affirmation of the given self at the expense of learning from tradition. But its real roots, like much of modernism's, lie in the process ontologies of Bergson, James and Dewey, which essay an interactive, environment-dependent account of persons as developing systems. During the 1920s and 30s, both modernist experiments in narrative and progressive experiments in the classroom let characters, selves and meanings emerge from their environmental situations. Both drew attention to the processes of the mind in formation, to the way language mediates the self to itself, and to the unfinished nature of all understanding. 'Education', remarked Dewey, 'must be considered as a continuing reconstruction of experience', and the same is true for the reader of modernism, who is continually faced with the gap between experience in the happening and the words to make sense of it.
In: Journal of progressive human services, Band 23, Heft 2, S. 110-126
ISSN: 1540-7616
In: Modernist cultures, Band 14, Heft 3, S. 291-315
ISSN: 1753-8629
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.
In: Simmel studies, Band 23, Heft 1, S. 89-107
ISSN: 2512-1022
Georg Simmel is not really known for his pedagogical writing. Indeed, it did not represent his main focus, which was located in philosophy and sociology. The formation of a specific pedagogical science on a university level with its status of being an independent discipline happened only in the beginning of the 20th century: exactly at the same time when Georg Simmel was giving his lectures on Schulpädagogik (Lectures on Pedagogy for Schools) for teachers at the University of Strasbourg. It was also the time when progressive education became an international movement, aiming at activity, creativity, child-centeredness and youth activities in communities and nature. This article sketches Simmel's approach towards pedagogy in terms of disciplinary thinking as well as his understanding of how teachers should behave in schools. A further aspect is the potential of his thinking for a theory of education (Bildung).
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: International Journal of Social Pedagogy, Band 11, Heft 1
ISSN: 2051-5804
A new interest in social pedagogy has arisen internationally since the beginning of the twenty-first century. This new development is accompanied with considerations on how to translate abstract notions such as social pedagogy to fit new social contexts. The umbrella term 'social professions' helps to gain an international and transnational outlook, as it does not solely focus on a single profession that has become dominant in the social sector of a single nation state. This article aims to show that there are important interconnections in the histories of social professions in the various nation states which have influenced both social work and social pedagogy. Instead of focusing on the distinctions between the various social professions, this approach aims to reveal the boundary objects which have facilitated the links between the different developments without causing the social professions to become homogeneous. During the progressive era in the late nineteenth and early twentieth centuries, there was a transatlantic discourse that influenced those professions' further development. It is argued specifically that the settlement house movement and its understanding of and work with the community affected the development of social pedagogy, as these ideas and practices were adapted to comply with the changing face of social pedagogy in the second decade of the twentieth century.
In: Hypatia: a journal of feminist philosophy, S. 1-22
ISSN: 1527-2001
Abstract
Mary Astell's female retreat is a political project, dedicated to the full self-realization of students in a world that diminishes them and thwarts the development of their potential. Newly analyzing the pedagogical tools and distinctive setting of her seminary, I reveal its most progressive promise. In this political reading of A Serious Proposal, Astell emerges as an early figure in the broad political tradition of female resistance to patriarchal domination. She enables a subordinated group of women to arrive at new and oppositional ways of understanding themselves, each other, and even the world, and to act for change. The methods and tactics she employs in her retreat bring to light some surprisingly democratic and feminist dimensions of Mary Astell.
In: Review of radical political economics, Band 38, Heft 4, S. 539-550
ISSN: 1552-8502