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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.

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.

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.

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 an interdisciplinary, hermeneutical study using primary and secondary documents from history, philosophy, political theory, and critical pedagogy, the dissertation focuses on dialogue, friendship, and citizenship. The philosophical foundations of friendship in the works of Epicurus and Ralph Waldo Emerson are discussed. Included in the study is the history of citizenship and analysis of works on dialogue and community. A critical consciousness is significant for real dialogue to precipitate friendship. The philosophical foundations of friendship in the works of Epicurus and Ralph Waldo Emerson are echoed in the Peaceable Schools Model for secondary schools. Based on social justice and the avoidance of conflict, the Peaceable Schools Model ministers a progressive pedagogy and fosters a living citizenship for students in public schools and in the community.

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 this paper, I suggest that using contemplative pedagogy and practices in the classroom will help in fostering transformative learning which plays a fundamental role in bringing a positive social and political reform in the society. Contemplative pedagogy and its practices are quiet instrumental in promoting transformative learning in youth during Higher Education as it helps in establishing a better understanding of existing thoughts, emotions, feelings and beliefs and helps in altering it for good, hence all this can be directed towards bringing a radical and progressive change in self and society. It also develops and improves resilience among students. Critical Pedagogy invites both students and teachers to critically investigate and analyze the political and social issues prevailing in the society, nation, religion or culture as well as the consequences of social inequity or injustice and whereas contemplative is cultivating self awareness, a fusion of both the unified pedagogies into teaching and learning will help in resolving stress and pain on the individual and a collective level. Hence this essay is written to promote developing a framework or a curriculum that provides room for applying contemplative pedagogy into existing education practice and policy. Incorporating its practices into learning will help students to develop a 'democratic heart' as well as a 'democratic society'. This paper focuses on how cultivating mindfulness in education system especially during higher studies can work as a therapeutic aid in managing stress, depression, anxiety issues and will enhance learning, developing a conducive teacher-student relationship, enhancing creative attention and active student's engagement in classroom and other activities.

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.

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.

This dissertation demonstrates how avant-garde methods can be employed as pedagogical methods in the undergraduate Humanities classroom to promote student engagement and interdisciplinary thinking. The study first addresses pedagogy and avant-garde art within their historical contexts as separate, but related disciplines. Subsequently the study fuses pedagogy and avant-garde art and provides examples of in-class activities and out-of-class assignments that illustrate the ways in which avant-garde methods function as practical teaching and learning methods. Further, the study presents artist Nam June Paik, whose work exemplifies the theoretical and practical underpinnings of avant-garde art as pedagogy. The dissertation champions the pedagogy of John Dewey, who called for a progressive educational system. It also argues for Paulo Freire's critical pedagogy and the Jesuits' Ignatian pedagogical paradigm, both of which serve as necessary complements in achieving Dewey's goal of an experiential educational environment. Dewey believed education should co-exist with life and should not be treated as a preparation for it, and thus his theories on aesthetics, in particular, argued that art is not severed from life, an idea shared by four avant-garde movements discussed in this study: Futurism, Dada, Surrealism, and Fluxus. Each of these movements sought to change the political and cultural environment, while maintaining that art and life are on equal ground. These pedagogies, aided by avant-garde methods, encourage and challenge students to engage with and think critically about the world around them. ; 2017-05-01 ; Ph.D. ; Arts and Humanities, Dean's Office CAH ; Doctoral ; This record was generated from author submitted information.

The act of making music can function as a tool for resistance and empowerment. Rock and roll schools for girls, which have developed across North America in the wake of the Riot Grrl movement of the early 1990s, use feminist approaches to music education to teach young women how to empower themselves and articulate their voices through music. This paper is based on interviews conducted with girls, aged nine to twelve, who participated in a Rock and Roll School for Girls workshop that I organized and facilitated in January, 2007. At this workshop, the girls learned basic guitar, drums and songwriting skills in a non-hierarchical environment informed by feminist and alternative approaches to pedagogy. Drawing on methodologies from feminist theory and musicology I will argue that women have traditionally been prevented from expressing our voices, and that music can act as a vital tool for self-expression and for the furthering of progressive political ideologies. Research from the growing field of Girl Studies and musicological work documenting the exclusion of women from rock music subcultures provide justification for girl-focused music education. Drawing on the work of feminist theorists, including Helene Cixous, I will examine the concepts of voice and vocality, specifically as they apply to young women. Ultimately, the goal of this paper is to argue that rock music can function as a feminist activist tool and that rock and roll schools for girls can provide young women with the musical skills through which to subvert gender norms and articulate empowered voices.

La Declaració de Moscou sobre els Drets de la Infància va ser elaborada per un grup de pedagogs compromesos durant la Revolució Russa de 1917-1918 i va ser la manifestació d'una corrent emancipadora en la història dels Drets de la Infància. Analitzant fonts originals russes, l'autor presenta de manera detallada la Declaració. Explicant el seu rerefons polític i pedagògic i comentant els seus efectes i el seu significat i importància històrics,arriba a la conclusió que la Declaració constitueix una aportació important a la teoria i pràctica dels Drets de la Infància que mereix més atenció de la que generalment se li brinda. ; The Moscow Declaration on the Rights of the Child, which was drawn up during the Russian Revolution, in 1917-18, by a group of socially and politically engaged pedagogues, exemplifies an emancipatory current in the historyof children's rights. Having examined original Russian sources, the author presents this little-known declaration in detail, outlining its political and pedagogical background, and comments on its historical impact and relevance, arriving at the conclusion that the declaration constitutes a valuable contribution to the theory and practice of children's rights, whichdeserves greater attention than it has received. ; La Declaración de Moscú sobre los Derechos del Niño y la Niña fue elaborada por un grupo de pedagogos comprometidos durante la Revolución Rusa de 1917-1918 y fue la manifestación de una corriente emancipadora en la historia de los Derechos de la Infancia.Analizando fuentes originales rusas, el autor presenta de manera pormenorizada la Declaración. Explicando su trasfondo políticoy pedagógico y comentando sus efectos y su significado e importancia históricos, llega a la conclusión de que la Declaración constituyeun aporte importante a la teoría y práctica de los Derechos del Niño que merece más atención de la que generalmente se le brinda.

Dewey and democratic practice :science, pragmatism, religion.Dewey on science, deliberation, and the sociology of rhetoric /William Keith and Robert Danisch --John Dewey, Kenneth Burke, and the role of orientation in rhetoric /Scott R. Stroud --Minister of democracy :John Dewey, religious rhetoric, and the great community /Paul Stob --Dewey and his interlocutors :Thomas Jefferson, Jane Addams, W.E.B. Du Bois, Walter Lippmann, James Baldwin.Dewey on Jefferson :reiterating democratic faith in times of war /Jeremy Engels --John Dewey and Jane Addams debate war /Louise W. Knight --John Dewey, W.E.B. Du Bois, and a rhetoric of education /Keith Gilyard --Walter Lippmann, the indispensable opposition /Jean Goodwin --"All safety is an illusion" :John Dewey, James Baldwin, and the democratic practice of public critique /Walton Muyumba --Dewey as teacher of rhetoric.Rhetoric and Dewey's experimental pedagogy /Nathan Crick --The art of the inartistic, in publics digital or otherwise /Brian Jackson, Meridith Reed, and Jeff Swift --Dewey's progressive pedagogy for rhetorical instruction :teaching argument in a nonfoundational framework /Donald C. Jones --Afterword:the possibilities for Dewey amid the angst of paradigm change /Gerard A. Hauser.