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1.
Kevin J. Holohan 《Educational Studies A Journal of the American Educational Studies Association》2019,55(1):72-88
In this article, the distinctions between anarchism as a political philosophy are outlined and contrasted with that of liberal democratic theory upon which much of educational philosophy is based. The principles upon which the social anarchist position rests are briefly outlined with respect to the state, authority, and human beings’ way of interacting with and relating to one another. Next, some of the anarchist critiques of state-controlled schooling are considered. Following the discussion of traditional anarchism, largely rooted in late 19th and early 20th century European workers’ movements, some of the foundational principles of contemporary anarchism, beginning in the 1960s and continuing up through the present, are considered. Finally, the article conceptualizes what it might look like to utilize anarchist principles as an organizing framework for education and how these principles might be put into action in a real-world educational context. 相似文献
2.
Hongyu Wang 《Educational theory》2005,55(1):45-60
Drawing upon Jacques Derrida's notions of aporia and responsibility, this essay discusses the dilemmas of multicultural education and the pedagogical responsibility of multicultural educators. Derrida emphasizes that there is no responsibility without experiencing aporia as the possibility of the impossible. To promote personal transformation and social justice in the multicultural classroom, we must acknowledge the aporias of teacher authority and student agency, self and other, center and margin, and intellect and emotion, and refuse to reduce them to any easy resolutions. The Derridean notions of aporia and responsibility ask us to approach multicultural education as a poetic experiencing of contradictions in order to invent new modes of subjectivity for both teacher and student. The complexity of teaching about social differences calls for creative pedagogy in which identity and community are destabilized while ambiguity and paradoxes are embraced, thus allowing us to imagine the world otherwise. 相似文献
3.
Anarchism, Utopias and Philosophy of Education 总被引：1，自引：0，他引：1
Judith Suissa 《Journal of Philosophy of Education》2001,35(4):627-646
This paper presents a discussion of some central ideas in anarchist thought, alongside an account of experiments in anarchist education. In the course of the discussion, I try to challenge certain preconceptions about anarchism, especially concerning the anarchist view of human nature. I address the questions of whether or not anarchism is utopian, what this means, and what implications these ideas may have for dominant paradigms in philosophy of education. 相似文献
4.
Nathan D. Brubaker 《Teaching Education》2013,24(2):222-246
Understanding teacher educators’ reasoning about critical moments in negotiating authority can inform efforts to foster democratic teacher education practices and prepare future teachers to teach democratically. We know very little, however, about critical moments in negotiating authority, particularly in teacher educators’ practices. The purpose of this study was to examine, using self-study methodology, a teacher educator’s assumptions and perspectives about purposefully and explicitly negotiating authority through grading and accountability processes in an undergraduate teacher education course. From a critical pedagogical lens – concerning the intersection of classroom power relations, democratic citizenship, and student growth – the findings suggest that seeking legitimacy through consensual acceptance, responding to students’ expressed interests, and constructing knowledge through continual questioning present potential frameworks for constructing purposeful pedagogical partnerships consistent with democratic aims in teacher education. 相似文献
5.
EMMA MOORMANN 《Journal of Philosophy of Education》2020,54(3):563-581
This paper investigates the implications of some social anarchists’ views on education for thinking about authority, educational paternalism and compulsory schooling. In the first part of the paper, some key concepts in social anarchist theory will be introduced in order to demonstrate the importance of education for social anarchists. The paper then discusses anarchist educational ideas with regard to the content and process of education. Potential justifications of authority and educational paternalism receive special attention. The final part of the paper revolves around a discussion of compulsory schooling understood as a paternalist practice. It aims to contribute to ongoing debates by evaluating the educational institution of the school, and the practice of compulsory schooling, from a social anarchist perspective. The pragmatic character of this approach is reflected by some final remarks on the feasibility and desirability of compulsory schooling in imagined anarchist societies and our existing societies. This paper is aimed at anarchist and non-anarchist philosophers of education. Anarchist theory critically scrutinises all authority and hierarchy and takes no existing social structure, institution or practice in any area of life for granted. An engagement with anarchist thinking on educational issues such as authority, directiveness, educational paternalism and compulsory schooling may help anarchists and non-anarchists alike to enrich and deepen their own views on certain practices. 相似文献
6.
Sandra Smele Rehanna Siew-Sarju Elena Chou Patricia Breton Nicole Bernhardt 《Teaching in Higher Education》2017,22(6):690-704
At present there is a small, albeit growing, body of literature on pedagogical strategies and reflections which addresses the ways educators attempt to challenge the effects of neoliberalism on higher education. In this article, we reflect upon our pedagogical practices in higher education in this moment of neoliberal transformation wherein, as Sirma Bilge notes, intersectionality is being ‘undone’ in academic feminism. As graduate students teaching in Toronto, Canada, we describe how our commitment to social justice pedagogy works against this ‘undoing’ of intersectionality by embracing vulnerability, discomfort and the possibility of conflict in classrooms that do not simply accommodate, celebrate or include difference. Given that neoliberal renderings of diversity obscure and reinforce unequal relations of power, we demonstrate how we attend to these power relations, particularly racism which is salient to our teaching context, by employing intersectionality as a pedagogical practice and a political intervention to advance social justice. 相似文献
7.
ABSTRACTWhat do teacher educators need to know and do in order to move from espousing to enacting social justice in their own teacher educating practice? This article addresses this question by examining scholarship that focuses on the preparation of preservice teachers for social justice. Using five knowledge domains for teaching (personal, contextual, pedagogical, sociological, social) as an analytic lens, the authors examined teacher education literature published between 2010 and 2016 in three international journals from Australia, the U.K. and the U.S. The study reveals that teacher educators in different contexts seem to highlight personal and contextual knowledge in their preparation of equity-minded preservice teachers and provides insight into how they conceptualise educational equity and social justice. The study illuminates what is likely in place in initial teacher education programmes, and what may be needed or missing if teacher educators are to prepare teachers for today’s diverse classrooms.Abbreviation ITE: Initial Teacher Education ITE 相似文献
8.
Abraham DeLeon 《Educational Studies A Journal of the American Educational Studies Association》2013,49(2):122-141
Anarchist theory has a long-standing history in political theory, sociology, and philosophy. As a radical discourse, anarchist theory pushes educators and researchers towards new conceptualizations of community, theory, and praxis. Early writers, like Joseph Proudhoun and Emma Goldman, to more contemporary anarchists, such as Noam Chomsky, have established anarchist theory as an important school of thought that sits outside the Marxist discourses that have dominated the radical academic scene. Today, anarchists have been responsible for staging effective protests (specifically, Seattle, 1999) and have influenced autonomous groups like the Animal Liberation Front in their organizational and guiding philosophies. Interestingly, anarchism is glaringly absent from the literature in educational theory and research. In this article, I highlight aspects of anarchist theory that are particularly applicable to education, and also establishes specific ways that anarchist theory can inform one's own educational praxis. Specifically, I employ the anarchist framework of direct action and micro-level strategies, such as sabotage, that challenge people to resist the oppressive practices found in institutions today. 相似文献
9.
《Educational Philosophy and Theory》2013,45(6):833-849
This paper explores how educators might intervene in canonized texts of the human subject on which a particular and exclusive kind of humanism rests. In imagining possible interventions educators might make, I turn to and trace Jacques Derrida's on‐going deconstruction of the philosophical texts of subjectivity. In his body of work, Derrida destabilizes fixed notions of the human subject and the institutions it founds (like philosophy and education). From Derrida's points of destabilization and through a differing but similar deconstructive stance, I also consider Gayatri Spivak's suggestive question ‘Who is not the subject of humanism?’ to provide another possible trajectory for intervention that educators might take. Departing from knowledge‐based conceptions of human subjectivity, Spivak urges educators to respond to their students in meaningful encounter with the ‘Other’ while Derrida suggests human beings might begin the difficult and complex task of re‐envisioning an altered humanism, a humanism founded on the call of the Other in institutional sites like education. By an engaged rereading of the texts of human subjectivity upon which human beings are written and by turning to respond to the face of the human beings in and outside their classrooms as a means of encountering the Other's humanity, I suggest that educators be the catalyst for changing what it means to be human and education the means by which we approach a humanism yet to be. 相似文献
10.
The pedagogical documentation of educational processes in Early Childhood Education and Care (ECEC) centres is an important concern of early childhood education. Its purpose is to make learning visible and to stimulate discussion between educators and parents. In the academic discourse, however, pedagogical documentation is subject to differing interpretations: while some authors see it as a practice that supports the learning processes of children, along the lines of a ‘pedagogy of listening’, others regard it as a tool for the assessment of skill development. Against this background, the present article examines how these different understandings of documentation are implemented in pedagogical practice in German ECEC centres. On the basis of an empirical investigation with 40 case studies, it can be shown that pedagogical documentation is primarily seen as an assessment tool in Germany. Four types of facility could be identified, each representing a particular style of documentation; for example, specific motivations, functions and practices of implementation can be distinguished. 相似文献
11.
Constance L. Mui 《Educational Philosophy and Theory》2020,52(4):455-465
AbstractHigher education has not been spared from the effects of the disruptive aspects of technology. MOOCs, teach bots, virtual learning platforms, and Wikipedia are among technics marking a digital transformation of knowledge. The question of the university, the foundation of its authority and purpose is more than timely; it is urgent to any future philosophy of higher education. Will the university survive in the future and if so, for what purpose? We examine two philosophers, Jacques Derrida and Bernard Stiegler, who take on this challenge. Derrida, writing at ‘the scene of teaching’, proposes new humanities for a university ‘without condition’, one with increasing autonomy to democratize it further. Stiegler takes issue with him on the conditions of the university of the future. Stiegler offers not an ‘anti-Derridian discourse’ but a ‘deconstruction of a deconstruction’ of Derrida. Stiegler’s critique of Derrida on the role of the professoriate and the university of the future expand the fissure between them. In this article, we argue that Stiegler’s reading of Derrida points to the university not as an anachronistic way of knowing displaced by the digital revolution but as vital to a politics of the spirit in a democratic future. 相似文献
12.
Jo Lunn Brownlee Terri Bourke Leonie Rowan Mary Ryan Peter Churchward Sue Walker Lyra L’Estrange Anita Berge Eva Johansson 《British Educational Research Journal》2022,48(4):684-703
Recent research points to the importance of teacher educators teaching for diversity in initial teacher education programmes. Teaching for diversity is an approach to teacher education in which an understanding of specialist literature and a focus on critical thinking supports a social justice agenda as opposed to merely using different tips and tricks to prepare future teachers for teaching diverse learners in the classroom. In this study, we explored how Australian and New Zealand teacher educators negotiated a social justice agenda in teacher education programmes, using a new transdisciplinary framework of epistemic reflexivity. The Epistemic Reflexivity for Teacher Education (ER-TED) framework draws on epistemic cognition (Clark Chinn’s Aims, Ideals, Reliable epistemic processes – AIR – framework) and Margaret Archer’s reflexivity to explore knowledge claims in teacher educators’ pedagogical decision-making. The findings identified how teacher educators in our study discerned and deliberated with respect to epistemic aims for justification, which involve transformative critical thinking and critical thinking for self. They reported good knowledge (ideals) as being scholarly in nature, and reliable epistemic processes based on higher-order thinking (analysis and evaluating competing ideas) or engaging with multiple perspectives. The teacher educators in our study are clear examples of how strong overall evaluative epistemic stances enable teaching for social justice. We argue that the ER-TED framework can help us as a profession to address teaching for diversity in teacher education programmes based on the belief that the pursuit of social justice requires an evaluativist epistemic stance. 相似文献
13.
Morten T. Korsgaard 《British Educational Research Journal》2020,46(6):1357-1370
This article explores the idea of exemplarity in relation to educational research and teacher education. Exemplarity is introduced as an alternative to the paradigm of evidence and ‘what works’, which seems to be omnipresent in educational research at present. The idea of exemplarity relates to the particularity of educational practice. The claim of this article is that we need to skew the dominance of functionalistic studies of education, which focus on skills and solutions to problems, or on providing quick fixes and methods to be applied in practice. I will argue that this tactic shuts down interpretive spaces and gives the teacher an illusion of simplicity and efficacy that connects poorly with the complexities of pedagogical practice. Exemplarity provides a different way of answering the question of ‘what works’, since it does not claim generalisability, but instead offers a path to reflective engagement with the complexities of educational processes. The idea of exemplarity highlights how educators can be invited to lend an ear to practical experience and pedagogical theorising, and through these develop their tact and reflective abilities through exemplars that display pedagogical principles. This, in turn, offers the possibility of retuning one’s practice, and in the scope of this article, retuning educational research itself. 相似文献
14.
This article reclaims mathematics from the measures of profit and control by first presenting an anarchist analysis of mathematics’ status quo societal uses and pedagogic activities. From this analysis, a vision for an anarchist math education is developed, as well as suggestions for how government school practitioners sympathetic to anarchism can insert this vision into their current work. Aspects to this vision include teacher autonomy, freedom from hierarchical curriculum structure and math class as a non-coercive, happy place. Finally, mathematics is argued to be essential knowledge for anarchistic society for three potentialities: in solving social and technological problems through application, as an analytic technology and for increasing individual happiness via the aesthetic dimension. 相似文献
15.
James G. Huff 《Christian Higher Education》2018,17(3):151-166
What pedagogical routines and rhythms can teachers in Christian institutions of higher education adopt to teach for justice? The article explores this question by detailing efforts to incorporate the practice of lament into the learning routines of a survey course on global poverty. Drawing on recent scholarship on practice-oriented pedagogies and lament theology, the discussion articulates a lament pedagogy that aims to deepen students' empathetic engagement with the voices of suffering they encounter in the course and to engender a performative response to injustices they confront beyond the classroom. In particular, the article details how the use of literary accounts written by non-Western authors who explore themes of disruptive social change, poverty, and injustice in their works intersects with an overarching practice of lament to foster enduring processes of dispositional formation in students. A closing discussion considers how the pedagogical routines developed in a global poverty course might be adapted to and implemented in courses across the liberal arts curriculum. The article makes the case that educators in Christian colleges and universities are critical in the ongoing public recovery of a practice of prayer and worship that is fundamental to one's engagement with suffering in the world. 相似文献
16.
The authors review Judith Suissa's provocative book , Anarchism and Education: A Philosophical Perspective, a text that demonstrates the central role of education in anarchist theory. Suissa compellingly argues against the charges that anarchism is overly idealistic and impractical, instead seeing its potential for innovative and liberatory educational change. The authors suggest, however, that an enhanced conversation among critical pedagogy, antiracist pedagogy and anarchist thinking on education can help to show both the continued relevance of radical and creative thinking, and that anarchist thought has been part of the development of oppositional, critical, collaborative, teaching and learning projects . 相似文献
17.
Mark D. O'Donnell 《Equity & Excellence in Education》2013,46(2):103-105
Abstract The question of how to teach effectively from a clear social justice perspective that empowers, encourages students to think critically, and models social change has been a consistent challenge for progressive educators. This article intends to shed light on this issue by demonstrating how educators can utilize a social justice pedagogical lens to treat their content in ways that meet their commitment to empowering education. Specifically, this article clarifies what social justice education is by introducing readers to five key components useful in teaching from a social justice perspective: tools for content mastery, tools for critical thinking, tools for action and social change, tools for personal reflection, and tools for awareness of multicultural group dynamics. While no pedagogical approach is a panacea, this approach offers readers five specific areas to focus on in their teaching and their efforts at working toward social justice in their classrooms. 相似文献
18.
Louie F. Rodriguez 《Diaspora, Indigenous, and Minority Education》2018,12(4):214-229
Social inequality as evident through poverty, racism, and irrelevant social and educational policies and practices have created consistent disparities on most educational achievement and attainment outcomes for historically marginalized students, and students of color specifically. These ongoing inequalities and injustices require policy, practical, and pedagogical changes across the educational pipeline. The work of the people on the ground needs to be intentional when exploring ways to creatively and courageously engage with students of color inside and outside the classroom. This paper describes, conceptualizes, and applies a pedagogical practice called Educational Journeys/Caminos Educativos, which is built on a grounded, context-specific, and culturally relevant set of processes that helps students, educators, leaders, policy makers, and other stakeholders to co-create a series of pedagogical approaches that facilitate opportunities for educators to heal, build, and thrive with historically marginalized students, particularly minoritized, immigrant, and undocumented youth. The goal of this paper is to propose pedagogical processes that allow these populations, and the educators who serve them, to imagine a new social condition for and with students of color across the educational pipeline as a gesture toward equity and social justice. The author suggests that the pedagogy of Educational Journeys is more than storytelling; it’s about a struggle for freedom—past, present, and future. 相似文献
19.
Keonghee Tao Han 《The Urban Review》2013,45(2):143-166
This study describes preservice teachers’ (PTs) dispositions toward diversity education in a remote small town university. The purpose of the study is to find out whether PTs in an undergraduate elementary literacy methods class in this locale are willing to accept and adopt multicultural children’s and youth literature as pedagogical tools and materials in their future classrooms to address race and social justice topics. I used epistemology (i.e., the knowledge system, Scheurich and Young in Edu Res 26(4):4–16, 1997), interest convergence (Bell in Harv Law Rev 93(3):518–533, 1980), and field (i.e., setting, Bourdieu 1986) to analyze the qualitative data from this context. The findings highlight significant issues for teacher educators concerning development of critical consciousness among preservice teachers in small remote regions. Implications for social justice concerns and pedagogical recommendations are included for teacher educators to consider including social justice literature in their literacy methods classes. 相似文献