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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.

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.

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.

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.

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.

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.

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

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 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.

"As South Africa transitioned from apartheid to democracy, changes in the political landscape, as well as educational agendas and discourse on both a national and international level, shaped successive waves of curriculum reform over a relatively short period of time. Using South Africa as a germane example of how curriculum and pedagogy can interact and affect educational outcomes, Pedagogy in Poverty explores the potential of curricula to improve education in developing and emerging economies worldwide, and, ultimately, to reduce inequality.Incorporating detailed, empirical accounts of life inside South African classrooms, this book is a much-needed contribution to international debate surrounding optimal curriculum and pedagogic forms for children in poor schools. Classroom-level responses to curriculum policy reforms reveal some implications of the shifts between a radical, progressive approach and traditional curriculum forms. Hoadley focuses on the crucial role of teachers as mediators between curriculum and pedagogy, and explores key issues related to teacher knowledge by examining the teaching of reading and numeracy at the foundational levels of schooling.Offering a data-rich historical sociology of curriculum and pedagogic change, this book will appeal to academics, researchers and postgraduate students in the fields of education, sociology of education, curriculum studies, educational equality and school reform, and the policy and politics of education.

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.