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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 …
Countering The Neos: Dewey And A Democratic Ethos In Teacher Education, Jamie C. Atkinson
Countering The Neos: Dewey And A Democratic Ethos In Teacher Education, Jamie C. Atkinson
Democracy and Education
Neoliberalism and neoconservatism are two ideologies that currently plague education. The individualistic free-market ideology of neoliberalism and the unbridled nationalistic exceptionalism associated with neoconservatism often breed a narrowed, overstandardized curriculum and a hyper-testing environment that discourage critical intellectual practice and democratic ideas. Dewey’s philosophy of education indicates that he understood that education is political and can be undemocratic. Dewey’s holistic pragmatism, combined with aspects of social reconstructionism, called for a philosophical movement that favors democratic schooling. This paper defines neoliberal and neoconservative ideologies and makes a case for including more critique within teacher preparation programs, what Dewey and other educationists …
The Complex Reasons For Missing Spirituality. A Response To "Democratic Foundations For Spiritually Responsive Pedagogy", Marian De Souza Dr
The Complex Reasons For Missing Spirituality. A Response To "Democratic Foundations For Spiritually Responsive Pedagogy", Marian De Souza Dr
Democracy and Education
This article is written in response to Lingley’s (2016) concept of spiritually responsive pedagogy. To begin with, the word spiritual, when applied to education, still attracts varied responses. Therefore, I have begun by examining contemporary understandings of spirituality as reflected in current research and literature, which provides an informed context for my response. I follow up by aligning some of the key features noted by Lingley in democratic education and spiritually responsive pedagogy to other perspectives that deal with the spiritual dimension in education; I do this in order to offer a supportive stance to Lingley’s assertion that, if …
Teaching Spirituality As Ontology In Public Schools. A Response To "Democratic Foundations Of Spiritual Responsive Pedagogy", Barbara J. Thayer-Bacon
Teaching Spirituality As Ontology In Public Schools. A Response To "Democratic Foundations Of Spiritual Responsive Pedagogy", Barbara J. Thayer-Bacon
Democracy and Education
In “Democratic Foundations of Spiritually Responsive Pedagogy,” Lingley worried that talk of spirituality is taboo in U.S. public school classrooms. Lingley pointed out that the dominant narrative demands silence on the topic. She wanted to make the case for spiritually responsive pedagogy as vital to an inclusive democracy. I begin this responsive essay by describing Lingley’s argument, and then I strengthen her argument through my work on relational ontologies. When we equate spirituality with ontology, we realize it is impossible to avoid teaching spirituality in our schools, for we begin passing on to our children our fishing nets to help …
A Call For More Literature And Deeper Data. A Response To "The Cultural Contours Of Democracy: Indigenous Epistemologies Informing South African Citizenship", Moeketsi Letseka
A Call For More Literature And Deeper Data. A Response To "The Cultural Contours Of Democracy: Indigenous Epistemologies Informing South African Citizenship", Moeketsi Letseka
Democracy and Education
This review provides a critical appraisal of Kubow and Min's paper. It teases out their conception of liberalism and argues that the classical notion of liberalism as a political theory that advocates individual liberty based on assumptions of the unencumbered autonomous individual has lost currency. This is because over the years liberalism has mutated into a multiplicity of new forms, and there is no single view that can be said to define what it means to be a liberal. The paper raises methodological questions with respect to the use of focus group interviews. It implores researchers to first ask themselves …
Empowering Young People Through Conflict And Conciliation: Attending To The Political And Agonism In Democratic Education, Jane C. Lo
Democracy and Education
Deliberative models of democratic education encourage the discussion of controversial issues in the classroom (e.g., Hess, 2009); however, they tend to curtail conflicts for the sake of consensus. Agonism, on the other hand, can help support the deliberative model by attending to antagonism in productive ways (Ruitenberg, 2009). In this paper, I present how agonistic deliberation (the infusion of agonism into deliberation) can work as an account of the political that may help empower young people. The paper presents two classic democratic classroom practices—structured academic controversy (SAC) and debate—together as examples of how agonistic deliberation can help students engage politically. …
Teaching For Toleration In Pluralist Liberal Democracies, Betto A.F. Van Waarden
Teaching For Toleration In Pluralist Liberal Democracies, Betto A.F. Van Waarden
Democracy and Education
This article determines which education enables the perpetuation of diverse ways of life and the liberal democracy that accommodates this diversity. Liberals like John Rawls, Stephen Macedo, and William Galston have disagreed about the scope of civic education. Based on an analysis of toleration—the primary means for maintaining a pluralist liberal democracy—I argue that schools should teach democratic participatory skills and a minimal exposure to diversity to enable citizens to participate in the democratic process of defining which cultural and religious practices the state should tolerate or prohibit through its laws. To make this argument, I contend, in contrast to …