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Full-Text Articles in Education
Racism, Reform, Revolution? The Segrenomics Of American Education. A Book Review Of Cutting School: Privatization, Segregation, And The End Of Public Education, Sue Ellen Henry, Michael Drabich, Charlotte Detwiler, Katelyn Kempf, Katherine Kromer, Anthony Scrima, Kafilat Oladiran, Melanie Scurto, Will Simonson, Janey Woo
Racism, Reform, Revolution? The Segrenomics Of American Education. A Book Review Of Cutting School: Privatization, Segregation, And The End Of Public Education, Sue Ellen Henry, Michael Drabich, Charlotte Detwiler, Katelyn Kempf, Katherine Kromer, Anthony Scrima, Kafilat Oladiran, Melanie Scurto, Will Simonson, Janey Woo
Democracy and Education
A review of the book Cutting School: Privatization, Segregation, and the End of Public Education, by Noliwe Rooks (The New Press, 2017).
Segregation, The “Black Spatial Imagination,” And Radical Social Transformation, Pauline Lipman
Segregation, The “Black Spatial Imagination,” And Radical Social Transformation, Pauline Lipman
Democracy and Education
This response discusses the complexity of racial segregation in U.S. cities today and an emerging education movement for equity and racial justice. Racial segregation has been and continues to be a potent, and contested, strategy of containment, subordination, and exploitation, but African Americans have also, out of necessity, turned racial segregation into collective survival, radical solidarity, resistance, and counter-hegemonic economic and social relations. New geographies of racial containment, exclusion, and incorporation in the neoliberal, postindustrial city have spawned a new antiracist, antineoliberal education movement. While people of color have the right to live and attend school anywhere, African American and …
Drawing On The Past To Open Up Possible Futures. A Response To "The Cultural Contours Of Democracy: Indigenous Epistemologies Informing South African Citizenship", John Ambrosio
Democracy and Education
This article is a response to a qualitative study that examined how the indigenous African notion of ubuntu informs how some school teachers in a Black township in South Africa conceptualize Western-oriented narratives of democracy. While the study acknowledges important differences in how ubuntu is understood and defined, the author argues that it nonetheless tends to overlook them in order to harness ubuntu as a force for positive social change and national development. The author argues that ubuntu could potentially serve as a powerful cultural force for change, but this requires a context in which some of the moral qualities …
Open, Risky, And Antioppressive: Hope For An Agonistic Deliberative Model. A Response To "Empowering Young People Through Conflict And Conciliation: Attending To The Political And Agonism In Democratic Education", Matthew Thomas-Reid
Democracy and Education
First, I review the context for the need of new deliberative models, specifically agonistic deliberative models, for public discourse and for use in training students for public discourse. I then highlight five specific points that I trouble and enrich, principally through the work of Giroux, Arendt, Biesta, and Duarte. While I agree that there is great value in Lo’s description of the agonistic deliberative model, I advocate for what Biesta would call a weaker model of deliberation, one that sets the conditions for transformative education but one that does not act as an instrument for it.
Political Emotions In The Classroom: How Affective Citizenship Education Illuminates The Debate Between Agonists And Deliberators, Michalinos Zembylas
Political Emotions In The Classroom: How Affective Citizenship Education Illuminates The Debate Between Agonists And Deliberators, Michalinos Zembylas
Democracy and Education
This is a response to Ásgeir Tryggvason’s argument that the deliberative critique of the agonistic approach to citizenship education is based on a misreading of the main concepts in agonistic theory—a misreading that has important implications for any attempt to bring closer agonism and deliberation in citizenship education. My aim in this response is to offer some clarifying comments and questions and suggest some further ideas for expanding Tryggvason’s analysis, highlighting in particular two perspectives that, in my view, deserve further attention in citizenship education: first, the consequences of cultivating agonistic emotions in the classroom; and, second, the possibilities and …
Contention And Conversation In The K–12 Classroom. A Review Essay Of Teaching Controversial Issues And The Case For Contention, Robert Kunzman
Contention And Conversation In The K–12 Classroom. A Review Essay Of Teaching Controversial Issues And The Case For Contention, Robert Kunzman
Democracy and Education
This review essay explores the complexities and challenges involved in addressing controversial issues in the K–12 public school classroom, drawing from two recent books: Noddings and Brooks’s Teaching Controversial Issues: The Case for Critical Thinking and Moral Commitment in the Classroom and Zimmerman and Robertson’s The Case for Contention: Teaching Controversial Issues in American Schools. This educational work requires thoughtful preparation by teachers, support from administrators and communities, and careful discernment about whether issues require pedagogical neutrality or directive instruction. Teaching young people how to understand unfamiliar perspectives and engage respectfully across ethical disagreement should be a fundamental priority for …