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Social and Philosophical Foundations of Education
Department of Educational Foundations Scholarship and Creative Works
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- USA (3)
- History of education (2)
- Social Justice (2)
- Access and opportunity (1)
- Americanization (1)
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- Bilingual/ESL education (1)
- Chicano/Chicana movement (1)
- Community of inquiry (1)
- Dialogue (1)
- Education (1)
- Educational Contexts (1)
- Learning to Teach (1)
- Narrative (1)
- New Mexico (1)
- Philosophy for children (1)
- Philosophy of children (1)
- Progressive Teacher Education (1)
- Public schools (1)
- Social Class (1)
- Spiritual experience (1)
- Spirituality (1)
- Teacher preparation (1)
- Urban Community Center (1)
- Venezuela (1)
Articles 1 - 8 of 8
Full-Text Articles in Education
Philosophy For Children As A Form Of Spiritual Education, Olivier Michaud, Maughn Rollins Gregory
Philosophy For Children As A Form Of Spiritual Education, Olivier Michaud, Maughn Rollins Gregory
Department of Educational Foundations Scholarship and Creative Works
In the last two decades, some authors in the philosophy for children movement have theorized that the community of philosophical inquiry can be a form of spiritual practice, of the care of the self, or a wisdom practice (De Marzio, 2009; Gregory, 2009, 2013, 2014;Gregory & Laverty, 2009). Yet, it is unclear if philosophy for children is, by itself, a form of spiritual education, or if it requires some sorts of modification to be one. And, if it is or can be a form of spiritual education, we can interrogate in what ways and to what extent is it one. …
Breve Reseña Histórica De La Preparación De Magisterio En Los Estados Unidos, Jaime Grinberg
Breve Reseña Histórica De La Preparación De Magisterio En Los Estados Unidos, Jaime Grinberg
Department of Educational Foundations Scholarship and Creative Works
This work presents a brief historical analysis of the history of teacher education and development in the US, during the19th and 20th centuries. It provides information about the conditions and evolution of such preparation, including the development of Normal Schools into University settings, political pressures, the impact of market oriented decisions, and the relationships with social aspects such as gender, social class, and status of the teaching corps, as well as discussing the pathologizing discourses of professional development for teachers. Such preparation has been uneven, often fostering a low intellectual profile, and with a focus on technical knowledge, which contributes …
Escolarización Y Clase Social En Los Estados Unidos, Jaime Grinberg, Jeremy Price, Fernando Naiditch
Escolarización Y Clase Social En Los Estados Unidos, Jaime Grinberg, Jeremy Price, Fernando Naiditch
Department of Educational Foundations Scholarship and Creative Works
En este trabajo se discute la relación entre clase social y escolaridad y se presenta una definición compleja de clase social basado no solo en nivel de ingresos, sino que usando más criterios tales como temas culturales, sociales, geográficos, y otros aspectos que interactúan con la escolaridad. Mientras que una meta de la escolaridad en los Estado Unidos ha sido que esta institución pueda proveer igualdad de oportunidad, en este trabajo discutimos como la oportunidad no es igualitaria y como esta meta tiende a enfocarse en los aspectos individuales y no en los aspectos colectivos, estructurales, e institucionales, que en …
Learning To Teach For Social Justice: Context And Progressivism At Bank Street In The 1930’S, Jaime Grinberg, Katia Paz Goldfarb
Learning To Teach For Social Justice: Context And Progressivism At Bank Street In The 1930’S, Jaime Grinberg, Katia Paz Goldfarb
Department of Educational Foundations Scholarship and Creative Works
This is a historical case study of the role of contexts in the education of progressive teachers and learning to advance social justice through teaching. The case focuses on how progressive education, progressive schools, and progressive ideas in the US, primarily during the 1930’s influenced a very distinctive program, The Cooperative School for Teachers, which became Bank Street College of Education, in New York City. And in turn how this program came to influence what progressive teacher education could be about. This paper addresses how students at Bank Street developed a sense of relationship between the need to understand and …
Del Margen Al Centro: Comentarios Sobre Precedentes Históricos En Relación Al Acceso E Inclusión En Las Escuelas Públicas De Los Estados Unidos, Jaime Grinberg
Del Margen Al Centro: Comentarios Sobre Precedentes Históricos En Relación Al Acceso E Inclusión En Las Escuelas Públicas De Los Estados Unidos, Jaime Grinberg
Department of Educational Foundations Scholarship and Creative Works
Public schools evolved in the USA during the XIX century under the premise of providing equal opportunity in education to all, regardless of family background, social class, or economic resources. Merit, success and achievement would depend on the individual student and will not depend on any other variables except the pupil’s dedication, hard work, intelligence, and ability to perform. If according to the expectations, the system would fail to provide equal opportunity, resources, and equity in programs, resources, curricula and pedagogy, then the system would be failing the premises and expectations of its creation as well as the ideological signifier …
Leadership For Social Justice: Authentic Participation In The Case Of A Community Center In Caracas, Venezuela, Katia Paz Goldfarb, Jaime Grinberg
Leadership For Social Justice: Authentic Participation In The Case Of A Community Center In Caracas, Venezuela, Katia Paz Goldfarb, Jaime Grinberg
Department of Educational Foundations Scholarship and Creative Works
This is a case study of a leader who fosters authentic participation for advancing social justice in an urban community center in Caracas, Venezuela, located in the midst of poverty, marginality, and social and economic alienation. This educational space enables the local community to control the destiny of their own institution. Learning from this case, we argue that urban educational transformation might succeed in terms of practicing social justice, if leadership facilitates and creates urban sanctuaries by working with the communities and not on the communities; fosters an organizational structure that is flexible and democratic; and creates a safe (trusting) …
The Constitution Of Bilingual/Esl Education As A Disciplinary Practice: Genealogical Explorations, Jaime Grinberg, Elizabeth R. Saavedra
The Constitution Of Bilingual/Esl Education As A Disciplinary Practice: Genealogical Explorations, Jaime Grinberg, Elizabeth R. Saavedra
Department of Educational Foundations Scholarship and Creative Works
This article provides a cultural and political critique of the constitution of bilingual/English-as-a-second-language (ESL) education as a disciplinary practice in the case of New Mexico. Using genealogy and postcolonial, post-structural, and critical frameworks, this article claims that the directions advanced by the Chicano/Chicana movement were lost. Instead, what emerged was a field that nurtured a mix of symbolic colonization and docilization through the construction of a settlement that controls thought and behavior, perpetuating misrecognition in a Bourdieuian sense. Illusion, collusion, and delusion have enabled the dominance of psycholinguistic approaches. Problematizing the constitution of bilingual/ESL education within a cultural and political …
Philosophy For Children And The Reconstruction Of Philosophy, David Kennedy
Philosophy For Children And The Reconstruction Of Philosophy, David Kennedy
Department of Educational Foundations Scholarship and Creative Works
In this paper I trace the dialogical and narrative dimensions of the philosophical tradition and explore how they are reconfigured in the notion of community of philosophical inquiry (CPI), the mainstay of the collection of novels and discussion plans known as Philosophy for Children. After considering the ontology and epistemology of dialogue, I argue that narrative has replaced exposition in our understanding of philosophical discourse and that CPI represents a narrative context in which truth comes to represent the best story, in a discursive location in which there are always multiple stories. Finally, I raise the issue of children's philosophical …