Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Curriculum and Instruction (3)
- Curriculum and Social Inquiry (3)
- Disability and Equity in Education (3)
- Social and Philosophical Foundations of Education (3)
- Junior High, Intermediate, Middle School Education and Teaching (2)
-
- Pre-Elementary, Early Childhood, Kindergarten Teacher Education (2)
- Teacher Education and Professional Development (2)
- Architecture (1)
- Art and Design (1)
- Arts and Humanities (1)
- Civic and Community Engagement (1)
- Educational Assessment, Evaluation, and Research (1)
- Educational Methods (1)
- Elementary Education (1)
- Place and Environment (1)
- Social Justice (1)
- Social and Behavioral Sciences (1)
- Sociology (1)
Articles 1 - 4 of 4
Full-Text Articles in Education
Children As Design Visionaries, Learners, And Socio-Political Wayfinders: Mapping The Layers, Hierarchies, And Rhythms Of A School Community, Natalie R. Davis, Roni Barsoum
Children As Design Visionaries, Learners, And Socio-Political Wayfinders: Mapping The Layers, Hierarchies, And Rhythms Of A School Community, Natalie R. Davis, Roni Barsoum
Occasional Paper Series
Despite the seemingly intractable problems of public schooling, we (as researchers and dreamers) remain encouraged by the persistent efforts to reconfigure and reimagine the sociopolitical landscape of schools. We begin this essay by recognizing the work of individuals bravely and imperfectly expanding notions of what schools could and should be. We stand in solidarity with the innovators sowing, designing, and reaching toward more just social futures, dreaming of schools for children that are not so distant from the paradise Butler (2001) describes (Figure 1). This liberatory dreamwork coincides with long histories of communal ingenuity (Vossoughi et al., 2016), resistance against …
Beyond Child-Centered Constructivism: A Call For Culturally Sustaining Progressive Pedagogy, Alisa Algava
Beyond Child-Centered Constructivism: A Call For Culturally Sustaining Progressive Pedagogy, Alisa Algava
Occasional Paper Series
Algava argues that twentieth-century constructivist pedagogies are not sufficient to fulfill progressive education's inherently political, activist and democratic potential. She calls for a culturally sustaining progressive pedagogy that critically engages questions of power with both children and teachers.
Must Schools Hinder Education?, Lorraine Monroe
Must Schools Hinder Education?, Lorraine Monroe
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
A brief essay which explores the differences between schooling and education.
Front Matter
Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education
No abstract provided.