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Full-Text Articles in Education
Expanding The Landscape Of Wholeness: The Spirituality Of Teacher Preparation. A Response To "Reconstituting Teacher Education: Toward Wholeness In An Era Of Monumental Challenges", Paul A. Michalec
Democracy and Education
This article is a response to a paper arguing for a shift from “oneness” to “wholeness” as a democratic principle when reconceptualizing teacher education in a time of large-scale social change. While the paper provides compelling arguments for wholeness as a tool to address social injustice, the discussion is framed primarily through a humanist lens. This response is an invitation to expand the definition of wholeness to include spirituality as core to what it means to be human and whole. It addresses the importance of spirituality in teacher education when considering culturally responsive pedagogy, the religion-spirit distinction, the source of …
A Book Review Of The Art Of Reflective Teaching: Practicing Presence, Jeff Frank
A Book Review Of The Art Of Reflective Teaching: Practicing Presence, Jeff Frank
Democracy and Education
No abstract provided.
Scientifically Based Research And Teacher Agency: Combating “Conspiracies Of Certainty”, Kurt Stemhagen, Brionna C. Nomi
Scientifically Based Research And Teacher Agency: Combating “Conspiracies Of Certainty”, Kurt Stemhagen, Brionna C. Nomi
Democracy and Education
This project considers how certain types of educational research position teachers as problems to be managed or worked around. We start with a discussion of scientifically based research (SBR), particularly how the quest for generalization/objectivity are often pursued at the expense of relevance. We use the way teachers are positioned in the growing field of Implementation Science as an example of what’s wrong with SBR. A fundamental tension emerges—researchers’ need for scientific control is inescapably at odds with the idea of teacher as professional. Finally, we provide an example of an approach that has potential to counter the SBR-influenced idea …
Envisioning Democratic Education In Neoliberal Times: A Book Review Of Radical Schooling For Democracy: Engaging Philosophy Of Education For The Public Good, Jessica Lussier, Samuel D. Rocha
Envisioning Democratic Education In Neoliberal Times: A Book Review Of Radical Schooling For Democracy: Engaging Philosophy Of Education For The Public Good, Jessica Lussier, Samuel D. Rocha
Democracy and Education
In Radical Schooling for Democracy: Engaging Philosophy of Education for the Public Good, Neil Hooley (2017) sets out to reexamine formal education by highlighting six competing ideologies that contemporary schooling must contend with and respond to (religious, conservative, neoliberal, social-democratic, scientific, and Marxist). Under the political and economic dictates of neoliberalism, Hooley argues, the scope of learning has become narrow and constrained to the frustration and alienation of many students and teachers. Reflecting on these concerns within the many issues of education today, Hooley’s project positions philosophy of education as a meaningful tool in our globalized context. …
Restoring The Political: Exploring The Complexities Of Agonistic Deliberation In Classrooms, John Ambrosio
Restoring The Political: Exploring The Complexities Of Agonistic Deliberation In Classrooms, John Ambrosio
Democracy and Education
This article is a response to a theoretical and philosophical examination of agonistic deliberation in classrooms, which requires accepting the legitimacy of perspectives that are outside of prevailing societal norms and the expression of political emotion. The author argues that students must develop certain dispositions to achieve productive ends in negotiations and that the role of teachers in the deliberative process must be clarified. He concludes that modifying instructional practices to include agonistic deliberation can potentially open up public spaces in classrooms for more inclusive and equitable deliberative practices.
Democracy Dies In Dualisms. A Response To “Dewey And Democracy”, Dan Sarofian-Butin
Democracy Dies In Dualisms. A Response To “Dewey And Democracy”, Dan Sarofian-Butin
Democracy and Education
This essay reviews Atkinson’s article “Dewey and Democracy” and argues that while Dewey and the social foundations classroom may indeed be important for teacher preparation, it is not in the way Atkinson suggests. Namely, I argue that Atkinson’s essay has three distinct (yet interrelated) issues: his problematic oversimplifications, what I term as “Dewey doesn’t do dualisms”; his misreading of Dewey, where I point out that “Dewey doesn’t do debate”; and his unexamined positionality, where I make clear that “Dewey doesn’t do Descartes.” I conclude this essay with a different perspective of a way forward with Dewey: that Dewey’s antifoundationalism serves …
What Kind Of Teacher For Our Citizens? A Book Review Of What Kind Of Citizen? Educating Our Children For The Common Good, Tony Decesare
What Kind Of Teacher For Our Citizens? A Book Review Of What Kind Of Citizen? Educating Our Children For The Common Good, Tony Decesare
Democracy and Education
Westheimer’s central argument in What Kind of Citizen? Educating our Children for the Common Good is that the current climate around public education—marked, in general, by standardization in our schools—is not conducive to the development of thoughtful and critically engaged public citizens. Westheimer demonstrated convincingly that schools—in response to recent education reform and, in some cases, pressure from parents and other education stakeholders—have increasingly emphasized individual goals at the expense of educating children for the common good. Furthermore and related, in this age of standardized testing, school curricula have become more narrowly focused on achievement in math and literacy at …
Necessary But Not Sufficient: Deweyan Dialogue And The Demands Of Critical Citizenship. A Book Review Of The Political Classroom: Evidence And Ethics In Democratic Education, Joseph C. Wegwert
Democracy and Education
This is a book review of The Political Classroom: Evidence and Ethics in Democratic Education, by Hess and McAvoy.
Media And Democracy. A Response To "The Need For Media Education In Democratic Education", Lance E. Mason
Media And Democracy. A Response To "The Need For Media Education In Democratic Education", Lance E. Mason
Democracy and Education
This response supports Stoddard’s (2014) assertion that media education should be considered a crucial factor of democratic education and offers both extensions and cautions related to that end. Extensions include practical suggestions for studying the non-neutrality of technology. The author also cautions educators that if media education and democratic education are to be productively merged, a more substantive consideration of the relationship between digital technologies and dispositional factors is warranted.
New Forms Of Teacher Education: Connections To Charter Schools And Their Approaches, Sarah Marie Stitzlein, Craig K. West
New Forms Of Teacher Education: Connections To Charter Schools And Their Approaches, Sarah Marie Stitzlein, Craig K. West
Democracy and Education
This article critically analyzes the application of charter school techniques in teacher education, especially in two noteworthy programs: the newly developed Relay Graduate School of Education and Match Teacher Residency. We describe how their approaches to teacher preparation differ from traditional teacher education programs. We also raise concern regarding the ways charter-inspired teacher preparation programs overlook the contributions of theory to good teaching, jeopardize teacher flexibility, alter understandings of the professional practice of teaching, and threaten the overarching purpose of educating for democracy that is integral to traditional teacher colleges. We emphasize educationally worthwhile approaches from this new domain of …
Toward Resonant, Imaginative Experiences In Ecological And Democratic Education. A Response To "Imagination And Experience: An Integrative Framework", Michael Derby, Sean Blenkinsop, John Telford, Laura Piersol, Michael Caulkins
Toward Resonant, Imaginative Experiences In Ecological And Democratic Education. A Response To "Imagination And Experience: An Integrative Framework", Michael Derby, Sean Blenkinsop, John Telford, Laura Piersol, Michael Caulkins
Democracy and Education
In this response to Fettes's "Imagination and Experience," the authors further consider the varieties of educational experience that inspire ecological flourishing and a living democracy. The essential interconnectedness of encounter-driven and language-driven ways of knowing are explored with particular reference to the authors' involvement in a research project at an innovative elementary school in British Columbia, Canada.
Appropriate Urban Teaching Philosophies. A Book Review Of Sketches In Democracy: Notes From An Urban Classroom, Kirstin C. Busch
Appropriate Urban Teaching Philosophies. A Book Review Of Sketches In Democracy: Notes From An Urban Classroom, Kirstin C. Busch
Democracy and Education
This is a book review for Sketches in Democracy: Notes from an Urban Classroom written by Lisa DeLorenzo, a professor of music education at Montclair State University. DeLorenzo took an extraordinary leap of faith by using her sabbatical year to teach for the very first time within an urban school setting. Her recognition of her limitations in preparing preservice teachers for an urban school environment without herself having had that experience speaks volumes of her reflective capabilities, which she also employed in writing this thought-provoking analytical narrative of her experience teaching in a newly fledged charter conceived as a democratic …
A Review Of Teaching As A Moral Practice: Defining, Developing, And Assessing Professional Dispositions In Teacher Education, Barbara S. Stengel
A Review Of Teaching As A Moral Practice: Defining, Developing, And Assessing Professional Dispositions In Teacher Education, Barbara S. Stengel
Democracy and Education
A review of the book Teaching as a Moral Practice: Defining, Developing, and Assessing Professional Dispositions in Teacher Education, by Peter C. Murrell Jr., Mary Diez, Sharon Feiman-Nemser, and Deborah L. Schussler (Harvard University Press, 2010).