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Critical Conversations in Philosophy of Education
Critical Conversations in Philosophy of Education presents a series of conversations expressing many of the multiple voices that currently constitute the field of philosophy of education. Philosophy of education as a discipline has undergone several turns--the once marginal perspectives of the various feminisms, critical Marxism, and poststructuralist, postmodernist and cultural theory have gained ground alongside those of Anglo-analytic and pragmatic thought. Just as Western philosophers in general are coming to terms with the "end of philosophy" pronouncement implicit in postmodernism, so too are philosophers of education faced with similar challenges--challenges to long-held moral, political, aesthetic and epistemological commitments. The contributors take up these challenges through a dialogical structure, expressing differing positions without engaging in destructive critique.
Feminisms and Educational Research
Feminist theory has come a long way from its nascent beginnings—no longer can it be classified as “liberal,” “socialist,” or “radical.” It has shaped and evolved to take on multiple meanings and forms, each distinct in its own perspective and theory. In Feminisms and Educational Research, the authors explore the various forms of feminisms, tracing their history and their relation to gendered knowledge and identity. Unlike other books on feminism, the authors do not attempt to push that a particular theory is more correct than another, but rather they give a complete overview of each of the forms of feminism. The authors then couple the philosophical and theoretical ideas of western feminisms with the aims and conduct of educational research, exploring how they interact and influence each other. Focusing on more recent feminists, both in education and related disciplines, the book highlights illustrative examples from research to form a basis of understanding how the different feminisms have changed education.
Critical Theory and Educational Research
Applies European critical theory to North American educational research.
A Light in Dark Times
A Light in Dark Times: Maxine Greene and the Unfinished Conversation features a list of extraordinary contributors who have been deeply influenced by Professor Greene's progressive philosophies. While Maxine Greene in the focus for this collection, each chapter is an encounter with her ideas by an educator concerned with his or her own works and projects. In essence, each featured author takes off from Maxine Greene and then moves forward. Just as Maxine Greene herself has, this unique and fascinating collection of essays will influence a wide range of worlds: arts and aesthetics, literature and literacy studies, cultural studies, school change and improvement, the teaching of literacy, teacher education, peace and social justice, women's studies, and civil rights.
Learning from the Other
Learning from the Other presents a philosophical investigation into the ethical possibilities of education, especially social justice education. In this original treatment, Sharon Todd rethinks the ethical basis of responsibility as emerging out of the everyday and complex ways we engage difference within educational settings. She works through the implications of the productive tension between the thought of Emmanuel Levinas and that of Sigmund Freud, Melanie Klein, Judith Butler, Cornelius Castoriadis, and others. Challenging the idea that knowledge about the other is the answer to questions of responsibility, she proposes that responsibility is rooted instead in a learning from the other. The author focuses on empathy, love, guilt, and listening to highlight the complex nature of learning from difference and to probe where the conditions for ethical possibility might lie.
Throwing Voices
This book is a search for the promises of public education and the places where these are broken by critics feeding at the academic and professional trough. This book is a venture in critical auto-ethnography. Exploring critique through this ethnographic technique has allowed me to bring stories to the reader that work to illuminate the personal nature of educational ethics. It works to fill the gap in education critique where self-examination is missing. It is a cultural study of five different educational environments. Research in cultural studies attempts to account for cultural objects under conditions constrained by power and defined by contestation, conflict, and change. Cultural Studi...
The Call from the Stranger on a Journey Home
This book is a cross-cultural, gendered study of both self and curriculum. Initiating a conversation between and among Michel Foucault, Confucius, and Julia Kristeva, it searches for a new (third) cultural and psychic space of transformation and creativity. Weaving together philosophy, psychoanalysis, and autobiography through lived experiences of curriculum, it calls for new configurations of subjectivity at the intersection of culture and gender, through the meeting between selfhood and the human psyche, in the dynamics of the semiotic and the symbolic, and through the interaction between the Western subject and the Chinese self. These multiple layers of inquiry provide unique perspectives for readers who are interested in curriculum theory, feminist analysis, philosophy of education, or East/West dialogue.
American Public Education and the Responsibility of Its Citizens
Rather than poorly performing schools, the current educational crisis is really about citizen responsibility. Citizens must insure that democratic processes are nurtured. This is perhaps most achievable in public schools. Therefore, citizens have a responsibility to support public schools and this book offers tools and knowledge to help citizens fulfill it.
Philosophy of Education
First Published in 1996. This first of its kind Encyclopaedia charts the influence of philosophic ideas that have had the greatest influence on education from Ancient Greece to the present. It covers classical thinkers as Plato, Augustine, Hypatia, Locke and Rousseau, as well as recent figures such as Montessori, Heldegger, Du Bois and Dewey. It illuminates time-hounded ideas and concepts such as idealism, practical wisdom, scholasticism, tragedy and truth, as well as modern constructs as critical theory, existentialism, phenomenology, Marxism and post-Colonialism. The coverage consists of 228 articles by 184 contributors who survey the full spectrum of the philosophy of education.
Curriculum Histories in Place, in Person, in Practice
This book situates the Curriculum Theory Project at Louisiana State University within a larger historical framework of curriculum work, examining the practices which have sustained this type of curricular vitality over the lifetime of the field’s existence. Divided into seven parts, the authors illuminate seven practices which have sustained the scholarship, graduate programs, mentorship, and networking that have been critical to maintaining a web of international relationships. This exploration and coming together of intergenerational stories reveals a more complete and nuanced narrative of the development of curriculum theory over the last 60 years. Crucially, the project exemplifies the...
