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Full-Text Articles in Education
Improving Equality Through Study In The Humanities. A Book Review Of Education And Equality, Jane Blanken-Webb
Improving Equality Through Study In The Humanities. A Book Review Of Education And Equality, Jane Blanken-Webb
Democracy and Education
Danielle Allen’s recent book, Education and Equality, forwards a much-needed perspective for considering the relationship between education and equality in an era in which the value of education seems to be almost unquestionably commensurate with the economic payback it produces in terms of future job earnings. Rather than thinking of education only as a proxy for the transmission of technical know-how and skill that can lead to higher-paying jobs and ultimately improve conditions of economic inequality in our society, Allen took up the intrinsic relationship between education and equality in which the practice of human development, in itself, contributes …
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 …
Navigating Middle Of The Road Reforms Through Collaborative Community, Andrea J. Bingham, Patricia Burch
Navigating Middle Of The Road Reforms Through Collaborative Community, Andrea J. Bingham, Patricia Burch
Democracy and Education
The current wave of educational reform is complex and situated in market-based initiatives coupled with a renewed emphasis on local autonomy, deliberation, and community—middle-of-the-road reforms. In practice, schools are challenged to develop organizational forms that can support collaboration and community engagement, alongside the bureaucratic and accountability-driven reforms that demand more oversight, transparency, and demonstrable results. Our intent in this paper is to begin to map the emerging contradictions and opportunities that the complex reform climate presents for practitioners through a case study of a personalized learning charter school. In so doing, we illustrate how a community of teachers within a …
Researching Holistic Democracy In Schools. A Reponse To "Examination Of The New Tech Model As A Holistic Democracy", Philip A. Woods
Researching Holistic Democracy In Schools. A Reponse To "Examination Of The New Tech Model As A Holistic Democracy", Philip A. Woods
Democracy and Education
Bradley-Levine reported in her article how she created an opportunity to explore research data with the aim of examining the degree to which New Tech schools were democratic in the sense conceptualized by the notion of holistic democracy. My response is in three parts. The first sets out my understanding of the significance of the model of holistic democracy and the purpose of the framework. The second is a review of Bradley-Levine’s findings, with reflections that occurred to me as I worked through these. The third comprises my conclusions. The framework has been applied, in my judgement, in a diligent …
How Ideological Differences Influence Pre-Service Teachers’ Understandings Of Educational Success, Justin Sim
How Ideological Differences Influence Pre-Service Teachers’ Understandings Of Educational Success, Justin Sim
Australian Journal of Teacher Education
This paper explores how popular ideological discourses within public policy are influencing the views and practices of pre-service teachers at a university in Melbourne. The research began by examining how educational success has been historically understood by individuals vis-à-vis government discourse. Three values and four corresponding ideological positions were used to create a theoretical framework. The researcher then surveyed a small cross-section of pre-service teachers to investigate how these values contributed to their understandings of educational success, and how these understandings were used to justify their receptions of neoliberal reforms in education. The data shows that democratic equality was the …