Suchergebnisse

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.

This article describes how an Early Childhood Teacher Education program in Hawaii builds upon a history of progressivism in the field of early education in the U.S. to encourage students to become critical thinkers and agents of change. Reflecting through the historical lenses of educators such as Jane Addams, Patty Smith Hill and Lucy Sprague Mitchell, two progressive teacher educators call on their students to become ―transformative intellectuals‖ (Giroux, 1988) and move from being agents of surveillance to agents of change (Foucault, 1972, 1995). Student data from blogs and action research projects illustrate how students challenged habituated practices in the field of early child education (ECE), which has been rapidly moving toward a narrow focus on academic readiness and the standardization of children and programs as a consequence of No Child Left Behind legislation and the Race to the Top competition for federal funds.

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.

Gerald Lopez's ground breaking book, Rebellious Lawyering: One Chicano's Vision of Progressive Law Practice, introduced new critical pathways and perspectives for clinical educators to better understand and enhance their advocacy, teaching, and scholarship. Indeed, Lopez's interdisciplinary investigation of the local, sociocultural context of the lawyering process produced a marked shift in both the pedagogy and the practice of public interest law, particularly civil rights and poverty law. A quarter century after its publication, Rebellious Lawyering stands out not only for its contextual critique of lawyering theory and practice, but also for its multifaceted integration of law, cultural studies, race and ethnicity, grassroots politics, and social movement history. At the same time, because it is descriptively anecdotal, rather than empirical, and prescriptively normative, rather than strictly methodological, it remains a work of organic and evolving clinical pedagogy and practice. The purpose of this article is to examine Rebellious Lawyering as a transformative, albeit unresolved, work of clinical theory and practice, and, thus, to underscore the continuing need to revise its teachings and practices to address a new century of poverty and inequality in America.

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.

Historically, educators and philosophers have struggled with defining the role and the value of formal curriculum and its impact on classroom praxis. As the current accountability movement dominates discussions in education, educators are pressured to implement increasingly standardized curricula. The authors of this work consider these tensions, situated first within contrasting theories on teaching and learning. They then explore the concept of phronesis through an interpretive biography of one teacher-artist, Frieda, whose praxis also demonstrates the aesthetic and artistic side of the teaching-learning process. This ninety-year- old teacher-artistlsquo3Bs experiences with implementing her curriculums suggest that it is always possible to implement onelsquo3Bs praxis, despite any potential societal or legislative impediments. Frieda23393Bs story shows how a teacherlsquo3Bs praxis can incorporate Eisnerlsquo3Bs artistic approach to curriculum as well as many of Deweylsquo3Bs principles of child-centered pedagogy.

The combination of pedagogy and political aims, a constant theme in the progressive school education literature, is reflected as well in the history of museum education. Museum educators, following the lead of John Dewey, advocated for experiential pedagogy, a natural course for museums since they emphasize learning from objects and experiences rather than through lecture and text. But progressive museum educators also embraced the socio- political goals of progressive education. This was evident in the growing field of museum education during the progressive era, and, more recently in the history of the San Francisco Exploratorium and the Boston Childrenlsquo3Bs Museum, institutions that had close ideological and personal connections with progressive educators in the 1960s and 1970s.

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.

As school districts across the US attempt to reduce their reliance on exclusionary punishment—and declining suspension and expulsion rates are heralded as signs of success—understanding the complexities of education and carcerality remains an urgent matter. Through a critical content analysis of a number of sources, including existing historical and ethnographic research, code of conduct handbooks, school websites, news articles, and data reports, this dissertation foregrounds an institution that is framed as an "alternative" to exclusionary punishment, yet is motivated by the same carceral logics that have long-haunted the school's practice of managing students. Chapter I introduces relevant literature on disciplinary alternative education, fleshes out major theoretical concepts, and locates the critique of the disciplinary alternative school within the broader projects of reform and carceral state expansion. Chapter II traces the history of the alternative school, situating it as a legacy of the state's disparate treatment of "problematic" youth during the Progressive era of the late 1800's and early 1900's. This chapter concludes that the alternative school has firm roots in the racialized notions of pathology and rehabilitation that motivated the child-saving and progressive alternative education movements. Chapter III demonstrates how the alternative school carries on the state's tradition of pathologizing predominantly poor families of color but through distinctly neoliberal channels, as Progressive era assumptions take new forms under the influence of responsibilization and a "new paternalism." Chapter IV undertakes a specific case study of Texas Disciplinary Alternative Education programs, illustrating how these schools prepare their students for futures of continued social and economic marginality within a neoliberal carceral state. Chapter V discusses how we can dismantle the carceral state and its adaptations, like the disciplinary alternative school, through the utopian imagination and abolition democracy. In its entirety, the dissertation uses the disciplinary alternative school as a heuristic model for recognizing and understanding the carceral state's ability to evolve and thrive through progressive reform efforts. Foregrounding the experiences of exclusion, surveillance, and structural disadvantage that are often obscured by reformist language is necessary if we wish to raze a carceral state that continues to persist in important ways.

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.

Differential Pedagogy is a discipline with a strong tradition in the curricula of our University, and the new trends after the Ley de Reforma Universitaria have favoured a reflection in depth into several of its aspects. This paper revises several of its relevant topics such as concept, characteristics, fields of its study, denomination and research methods. In spite of its limitations, the possibilities of its elaboration are now growing due mainly to three factors: the repeated evidence of the necesity of a differential education to achieve uniformity in the results, the progressive increase of the differential aspects registered not only scientifically but also socially and politically and the adjacent fields of knowledge which contribute to the construction of its own object. ; La Pedagogía diferencial es una disciplina con una fuerte tradición en los planes de estudio de nuestra Universidad, y las nuevas tendencias posteriores a la Ley de Reforma Universitaria han favorecido una reflexión en profundidad en varios de sus aspectos. Este documento revisa varios de sus temas relevantes tales como el concepto, las características, los campos de su estudio, la denominación y los métodos de investigación. A pesar de sus limitaciones, las posibilidades de su elaboración están creciendo debido principalmente a tres factores: la evidencia reiterada de la necesidad de una educación diferencial para lograr la uniformidad en los resultados, el aumento progresivo de los aspectos diferenciales registrados no solo científicamente sino también social y políticamente y los campos de conocimiento adyacentes que contribuyen a la construcción de su propio objeto.

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.

The Religious Reaction to Progressive Education in the 1950s: An Intellectual History Considered the foremost theorist of progressive education, John Dewey challenged traditional pedagogies of rote memorization and advocated child-centered learning methods via sensual observation. By the 1930s, progressive education was the leading pedagogy in education departments at American Universities. A notable opponent of Dewey's ideas was Robert Hutchins, president of Chicago University from 1929 to 1945. Hutchins advocated re-emphasizing the canon, an approach he called "liberal education." With the end of WWII and the beginning of the Cold War, many Americans also became concerned that U.S. education lagged behind the Soviet Union's. Fiery rebukes of progressive education, in addition to Hutchins's, sparked a number of incendiary titles such as Albert Lynd's Quackery in the Public Schools (1950) and Arthur Bestor's Educational Wastelands (1953). Hutchins, Lynd, and Bestor also argued progressive education favored the instruction of average students at the expense of the "gifted." Anxieties reached fever-pitch in 1957 when the U.S.S.R. launched the first satellite into space: Sputnik I. The failure to beat the Soviets to space seemed to prove progressive education's critics right, and many Americans blamed progressive education. James Conant described the conflict in education as one between professors of education and their colleagues from other university departments whom Conant labeled "academic" professors. In The Education of American Teachers (1963), Conant admitted "automatically vot[ing] with those who looked with contempt on the school of education" as a chemistry professor at Harvard. However, after becoming president of Harvard in 1933, Conant encouraged the two hostile groups to "if possible, learn to cooperate in their endeavors."1 The flagship Protestant magazine Christian Century, featuring numerous articles by Hutchins as well as his detractors, printed a balanced selection of articles from both sides of the education debate relative to other publications. In contrast, writers for Commentary, a Jewish publication, and Catholic World tended toward stauncher positions, the two most prolific of whom were Spencer Brown and John Sheerin, respectively. Even as concerns about the inadequacies of American education and progressive education's influence upon it climaxed after the launch of Sputnik, Brown contended that the United States suffered "not an educational but a political failure."2 Sheerin, contrarily, called Sputnik the "death blow to progressive education."3 This project illuminates the responses of Protestants, Catholics, and Jews to progressive education in the United States during the 1950s. To discern how the three major American religious groups presented this debate to their congregants through some of their most popular magazines: Christian Century, Catholic World, and Commentary. In addition to other religious magazines, this study will also utilize secular periodicals, journals, books, and newspapers, to place this intellectual conflict in a broader national conversation. Furthermore, this work frames these debates around Will Herberg's observation in Protestant, Catholic, Jew (1955): paradoxically, post-war America experienced "pervasive secularism amid mounting religiosity."4 This essay attempts filling in Herberg's finding with related developments in education in the context of the Cold War, and endeavors a historiographical contribution with a topic that has received little scholarly attention. [1] James Conant, The Education of American Teachers (New York: McGraw-Hill, 1963), 2. [2] Spencer Brown, "Have our Schools Failed?" Commentary (June 1958): 461. [3] John Sheerin, "Eclipse of Progressive Education," The Catholic World (May 1958): 84. [4] Will Herberg, Protestant, Catholic, Jew (1955; repr., Chicago: University of Chicago Press, 1983), 2. Bibliography Brown, Spencer. "Have our Schools Failed?" Commentary. June 1958. Conant, James. The American High School Today. New York: McGraw-Hill, 1959. Herberg, Will. Protestant, Catholic, Jew. Chicago, I.L.: University of Chicago Press, 1955. Sheerin, John. "Eclipse of Progressive Education," The Catholic World. May 1958.

It can be argued that nearly thirty years of heavily centralised intervention into English pedagogy, curriculum and assessment have had a deprofessionalising effect on teachers. The accountability stranglehold means it is safer for English teachers to implement accepted strategies that are perceived to enable pupils to negotiate assessment hurdles, rather than to take risks with their practice and teach English in a way that reflects their own beliefs and political ideas about the transformative power of the subject for children. History shows us that some of the most radical reformers of subject English harnessed their political ideals in their pursuit of a progressive pedagogy; is it possible now to adopt such an approach?

Since the early 1970s, an important but under-examined subgenre of Made-for-Television Movies have foregrounded critical LGBT concerns, including coming out, parental custody, HIV/AIDS, gays in the military, and hate crimes or featured affirmative LGBT representations. These programs, often highly-rated and critically-acclaimed, were nonetheless sites of political contestation from social conservatives and LGBT activists. Through the lenses of critical media pedagogy, critical cultural studies, and critical media industries studies, this dissertation conducts a critical cultural history of LGBT TV movies. This history includes critical case studies of twenty seminal LGBT programs featuring original interviews with the producers, executives, and writers responsible for their pedagogical design. The evidence reflects how these programs helped frame these concerns, educate audiences, and advocate on behalf of the LGBT community. This research further suggests how progressive pedagogues and media producers might collaborate to help address other social issues through the use of critical entertainment.