Democracies Always in the Making develops Barbara Thayer-Bacon's relational and pluralistic democratic theory, as well as translates that socio-political philosophical theory into educational theory and recommendations for school reform in American public schools. Democracy is a goal, an ideal which we must continually strive for that can guide us in our decision-making, as we continue to live in a world that is unpredictable, flawed, and limited in terms of its resources.
Democracies Always in the Making develops Barbara Thayer-Bacon's relational and pluralistic democratic theory, as well as translates that socio-political philosophical theory into educational theory and recommendations for school reform in American public schools. Democracy is a goal, an ideal which we must continually strive for that can guide us in our decision-making, as we continue to live in a world that is unpredictable, flawed, and limited in terms of its resources.
Barbara J. Thayer-Bacon is a professor of philosophy of education in the Cultural Studies of Education masters program and the Learning Environments and Educational Studies doctoral program at the University of Tennessee. Her primary research areas as a philosopher of education are pragmatism, feminist theory and pedagogy, and cultural studies in education.
Inhaltsangabe
Dedication Acknowledgments Preface Approach The Intended Market Outstanding Features of the Book Introduction Democratic Theory: Out From Under the Yokes of Locke and Rousseau Classical Liberal Assumptions Assumptions for Democracies Always in the Making Conclusion Notes Chapter One Learning to Trust Students: Rancière and Montessori on Democracy Jacques Rancière and The Ignorant Schoolmaster Maria Montessori and La Casa dei Bambini Democracies Depend on Relationships of Equality Rancière and Democracies-Always-in-the-Making Notes Chapter Two Connecting the Home and School to Society: La Casa dei Bambini and the Chicago Lab School Maria Montessori's Private Story Maria Montessori's Casa dei Bambini John Dewey and the Chicago Lab School William Heard Kilpatrick Montessori and Democracies-Always-in-the-Making Conclusion Notes Chapter Three Trying to Get Social Justice and Love Together: Highlander Folk School and Central Park East Highlander Folk School Getting Theory and Practice Together Living What You Believe Notes Chapter Four The Teacher as a Revolutionary Leader: Freire, McLaren, hooks and the staff at La Escuela Movimento de Cultura Popular Peter McLaren and the Jane-Finch Corridor Bell Hooks, Booker T. Washington and Crispus Attucks Centro Educativo Ixtliyollotl (La Escuela) Conclusion Notes Chapter Five Celebrating the Passions of Pluralism Through the Arts: Maxine Greene, the Center for the Arts, Social Imagination, and Education, and Young Warriors High School Maxine Greene and the Center for the Arts, Social Imagination, and Education Young Warriors High School The Indians' Hole in Their Hearts and the Importance of Shared Identities Through the Arts Conclusion Notes Chapter Six Implications for Schools in Democracies-Always-in-the-Making: Conclusion Theoretical Lessons Learned Practical Lessons Learned Conclusion References Index About the Author
Dedication Acknowledgments Preface Approach The Intended Market Outstanding Features of the Book Introduction Democratic Theory: Out From Under the Yokes of Locke and Rousseau Classical Liberal Assumptions Assumptions for Democracies Always in the Making Conclusion Notes Chapter One Learning to Trust Students: Rancière and Montessori on Democracy Jacques Rancière and The Ignorant Schoolmaster Maria Montessori and La Casa dei Bambini Democracies Depend on Relationships of Equality Rancière and Democracies-Always-in-the-Making Notes Chapter Two Connecting the Home and School to Society: La Casa dei Bambini and the Chicago Lab School Maria Montessori's Private Story Maria Montessori's Casa dei Bambini John Dewey and the Chicago Lab School William Heard Kilpatrick Montessori and Democracies-Always-in-the-Making Conclusion Notes Chapter Three Trying to Get Social Justice and Love Together: Highlander Folk School and Central Park East Highlander Folk School Getting Theory and Practice Together Living What You Believe Notes Chapter Four The Teacher as a Revolutionary Leader: Freire, McLaren, hooks and the staff at La Escuela Movimento de Cultura Popular Peter McLaren and the Jane-Finch Corridor Bell Hooks, Booker T. Washington and Crispus Attucks Centro Educativo Ixtliyollotl (La Escuela) Conclusion Notes Chapter Five Celebrating the Passions of Pluralism Through the Arts: Maxine Greene, the Center for the Arts, Social Imagination, and Education, and Young Warriors High School Maxine Greene and the Center for the Arts, Social Imagination, and Education Young Warriors High School The Indians' Hole in Their Hearts and the Importance of Shared Identities Through the Arts Conclusion Notes Chapter Six Implications for Schools in Democracies-Always-in-the-Making: Conclusion Theoretical Lessons Learned Practical Lessons Learned Conclusion References Index About the Author
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