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Numerous states have attempted to enact sweeping curricular bans targeting Critical Race Theory (CRT) to prevent educators from teaching content that challenges the white-Eurocentric curriculum of American schooling. In this paper, we build on arguments that curricular bans are not new to education, nor is the resistance enacted by educators to curricular bans. Through centering how educators in three different states are navigating the various tightness of spaces in their resistance, we look to provide a pathway forward for those looking to enact resistance to current (and future) curricular bans. This analysis contributes to how teacher educators and educational foundations scholars can think about teacher activism and resistances as pedagogical praxis. [ABSTRACT FROM AUTHOR]

In this paper, we dialogue about the processes of knowledge construction that work through and disrupt academic regulations. As feminist, Indigenous, and non-Indigenous Latinx scholars, we build on the reflections stemming from our research of Mapuche women's biographies of schooling. We focus on three tensions of knowledge production within and beyond academic spaces. First, we explore how the knowledges (in plural) that come from our biographies are systematically left out of academic conversations and moved into what we call invisible zones. Second, we examine the work of translation and translanguaging as we move across language barriers and geographic places in our research, which points to what these processes afford across geographic and conceptual zones of "north" and "south." Thirdly, we unsettle the naturalized understanding of knowledge as solely a product of academic spaces and gesture toward a future in which we can reimagine and display complex and complicated ways of doing research otherwise. [ABSTRACT FROM AUTHOR]

A list of books related to education is presented including "Multiethnic Moments: The Politics of Urban Education Reform," by Susan E. Clarke, Rodney E. Hero, Mara S. Sidney, Luis R. Fraga, and Bari A. Erlichson, "Critical Communication Pedagogy," by Deanna L. Fassett and John T. Warren, and "Thinking about New Schools: New Theories and Innovative Practice," by Aimee Howley and Craig Howley.

Presents a list of books related to education. Maurice R. Berube's 'Beyond Modernism and Postmodernism: Essays on the Politics of Culture'; 'Prophetic Insight: The Higher Education and Pedagogy of African Americans,' by Earnest N. Bracey.

Lists books on educational studies. 'Competency Based Education and Training: A World Perspective,' by Antonio Arguelles and Andrew Gonczi; 'The China Youth Corps in Taiwan,' by Thomas A. Brindley; 'Teachers Doing Research: The Power of Action Through Inquiry,' by Gail Burnaford, Joseph Fischer and David Hobson; 'The Arts, Popular Culture, and Social Change,' by Landon B. Beyer.

Presents a list of books received by 'Educational Studies' journal for 2002. 'School as Community'; 'Before Conflict: Preventing Aggressive Behavior'; 'Growing Up With Television: Everyday Learning Among Young Adolescents'; 'Free Schools'; Difficulty Memories: Talk in a (Post) Holocaust Era.'

Presents a list of books received for the journal of education studies.

Critical race studies in international higher education remains on the margins. More so are analyses of Black subjects (nations, institutions, people, etc.) and/or knowledge traditions. In particular, there remains a dearth of research centering Black subjects as not only the unit of analysis, but also agents in the internationalization of higher education. These absences shape the way researchers approach the questions and problems of international higher education, perpetuating an archive of research that erases global Black experiences. The purpose of this article is to imagine a study of international higher education guided by Black studies. In conversation with two Black studies analytics—McKittrick's Black Unvisibility and the inquiries shaping Hartman's Critical Fabulation—I narratively and creatively explore the Black subject possibilities therein. [ABSTRACT FROM AUTHOR]

Lists books related to education. "Bakhtinian Perspectives on Language, Literacy, and Learning," by Arnetha F. Ball and Sarah Warshauer Freedman; "Breaking the Code of Good Intentions: Everyday Forms of Whiteness," by Melanie E. L. Bush; "Childhood and Postcolonization: Power, Education, and Contemporary Practice," by Gaile S. Cannella and Radhika Viruru.

Grounded in two collaborative interpretive studies—one with women in India who were survivors of domestic violence, and another with queer youth and youth of color in the Midwest who were survivors of sexual assault—this paper argues that there is a hidden curriculum of violence. This curriculum of violence can be traced through affective resonances that exist within an assemblage of violence. Powerfully enacted on the bodies of women and girls and their ways of being, these lessons occur across contexts, from the classroom through the communities where they are learned. This is significant because victims/survivors of such violence are often working to exercise their available power within a set of agentic contingencies that reify oppression, making it difficult to surmount normalized aggressions that are ultimately understood as business-as-usual. [ABSTRACT FROM AUTHOR]

City Preparatory Academy (CPA) is a charter school in a midwestern city that intentionally serves a racially and socioeconomically diverse student population. This exploratory research began as an attempt to document growing concerns and disaffection shared by four staff members at CPA. These four women increasingly convened to discuss workplace hostility and issues of justice and equity, hoping to challenge some of the school's policies and practices. As they sought to promote changes, they faced oppressive dynamics that they attributed to the perspectives, dispositions, and practices of school leadership. This paper describes how particular institutional logics and interpersonal dynamics—shaped by neoliberalism, managerialism, class, and race—gave rise to a kind of non-generative politics that obstructed their efforts and ultimately disaffected them from the school. While the study is primarily an exploration of the context of this particular school, it highlights the need for a critical institutional perspective that situates schools within their sociopolitical context and connects organizational structures, routines, and culture with the beliefs and behaviors of school leaders. [ABSTRACT FROM AUTHOR]

The article presents a list of books received by the journal. It includes "Race, Rhetoric and Technology: Searching for Higher Ground" by Adam J. Banks, "Schools or Markets? Commercialism, Privatization, and School-Business Partnerships" edited by Deron R. Boyles and "Teachers as Collaborative Partners" by Sandra J. Winn Tutwiler.

Lists books on education. “Women, Poverty and the Promise of Higher Education in America,” edited by Vivyan C. Adair and Sandra Dahlberg; “Friendship, Cliques and Gangs: Young Black Men Coming of Age in Urban America,” by Greg Dimitriadis; “Classroom Behavior Management: For Diverse and Inclusive Schools,” by Herbert Grossman; “Kill the Messenger: The War on Standardized Testing,” by Richard P. Phelps.

Presents a list of books about education.

This work seeks to do two things. First to make an argument for a robust engagement with theology as a theoretical framework for critical educational research. And second, the piece draws upon contemporary queer and progressive Christian theology, in particular, theological interventions from Marcela Althaus Reid's Indecent Theology to think differently about how educational researchers might frame the way we say yes, as Jen Gilbert suggests, to the students who show up in the classroom. This intervention seeks to center theology as a way to think differently with LGBTQ issues in schooling by arguing with an epistemology that is often used to exclude rather than include marginalized populations. [ABSTRACT FROM AUTHOR]

A bibliography on the subject of education is presented, which includes the books "Written Corrective Feedback in Second Language Acquisition and Writing," by John Bitchener and Dana R. Ferris, "Democratic Transformations: Eight Conflicts in the Negotiation of American Identity," by Kerry T. Burch, and "Design Research on Learning and Thinking in Educational Settings," edited by David Yun Dai.

One of the traditional areas of concern in educational foundations has been philosophy of education, and within philosophy of education, a central focus has been epistemology. Defined as the branch of philosophy dealing with the study of knowledge, in the past half-century approaches to the study of epistemology have evolved in significant ways. The rise of ethnoepistemology is perhaps one of the clearest examples of such changes. After a brief overview of the concept of ethnoepistemology, we argue for the existence of a distinctive deaf epistemology. We then offer a discussion of some of the ways in which this deaf epistemology is reflected in American Sign Language (ASL). The article concludes with a discussion of the ramifications of deaf epistemology for deaf education. [ABSTRACT FROM AUTHOR]

The article offers information on American educational philosopher Maxine Greene and her works in the field of education. Topics discussed include her work as masters student in the University of Rochester was addressing predicaments of women, she urged people to work tirelessly for the better of education, and she reminded teacher's responsibility towards its students at every occasion.

A bibliography of books available through the American Educational Studies Association is presented as of April 2012, including "Social Justice Pedagogy Across the Curriculum: The Practice of Freedom," edited by Thandeka K. Chapman and Nikola Hobbel, "The End of the Obesity Epidemic," by Michael Gard, and "Race, Remembering, and Jim Crow's Teachers," by Hilton Kelly.

A conference paper on education and democratic progressivism is presented. It discusses the problems in the U. S. public school system and the role of schools and universities in keeping social justice. The paper also gives a definition of democratic progressivism and describes the quality of the public school system in the U. S.

Provides list of books. "Women, Poverty anf the Promise of Higher Education in America," edited by Vivyan Adair and Sandra L. Dahlberg; "Habits of Mind: Fostering Access and Excellence in Higher Education," by William B. Allen and Carol M. Allen; "Schools of Society: A Sociological Approach to Education," by Jeanne H. Ballantine and Joan Z. Spade.

Phenomenological reflection can refer to methods for analyzing empirical data and, more broadly, to a guiding philosophy that can be used to facilitate reflection upon an experience or phenomenon. Such reflection can help to uncover assumptions that would otherwise remain implicit or taken for granted. Common practice in phenomenology is to gather insights from various sources (e.g. poems, legends) in order to enrich our understanding of the phenomenon. Grounded in the writing of Max van Manen, the author provides a phenomenological reflection on the experience of studying Latin and translating poetry, as a defense of the liberal arts. In doing so, the author suggests that the goal of evaluating one's education primarily in terms of its practical or technical value may itself have to be reconsidered. [ABSTRACT FROM AUTHOR]

Although studies have explored issues related to the partnerships between immigrant families and mainstream schools, tenacious challenges of marginalization within education persist, warranting new frameworks that challenge the present understanding of the immigrant parents' interactions with the local school. This constructivist grounded theory study analyzed narratives of immigrant families who crossed socio-economic status, cultures, and languages as they parented their children. The findings revealed how the view of community and approach to diversity within the neoliberal climate interacted with the immigrant parents' pursuit of "becoming American." The neoliberal approach to diversity emerged as contentious in the school setting, promoting marginalization and compelling the immigrant parents to seek communities outside of the school. The resulting model summarizes their parenting approach toward school, reflecting individual and collective goals around concepts of community and approach to diversity in the home and school contexts. The discussion of findings is informed by and contributes to Neal and Neal's networked ecological model, problematizing how schools address community and diversity, suggesting the need for identifying and valuing the networked communities in which immigrant families pursue the goal of "becoming American." [ABSTRACT FROM AUTHOR]

An editorial is presented on the official journal of the American Educational Studies Association (AESA). Topics include educational studies providing education professional including scholars, researchers, and students, interested in social and educational foundations inside and outside of educational systems; and the journal drawing from a wide array of disciplines of social and educational foundations, including: philosophy, history, and politics.

The article presents a list of books related to education. These include "Exploring Children's Perceptions of Learning," by Tan Ai-Girl, "Geographies of Girlhood: Identities In-Between," edited by Pamela J. Bettis and Natalie G. Adams, "Rethinking Sexual Identity in Education," by Susan Birden, "The Joy of Teaching," by Peter Filene and "Ten Common Myths in American Education," by Mordechai Gordon.

Faculty members in teacher and administrator preparation programs have unprecedented opportunities to incorporate advanced technologies, including the expansion of online classes and the use of online discussion forums. Within online environments, the concepts of critical pedagogy are more connected to the landscape of digital information, providing opportunities to focus on local regimes of truth with individuals constructing new knowledge forms. Utilizing qualitative narrative analysis to examine the voices of five preservice teachers, five candidates in a beginning principal preparation program, and five doctoral educational administration candidates, this paper translates the ial iological construct of Thirdspace (Soja 1996) as applied to critical pedagogy in online environments. Within Thirdspace, preservice teachers and educational leaders transform their thinking about issues that affect their lives as well as their school communities through ongoing discourse and exploration related to their own cultural backgrounds in order to promote social justice in a culturally pluralistic society. [ABSTRACT FROM PUBLISHER]

This article presents a list of books received for December 1, 2003 issue of the journal "Educational Studies." Some of books are: "The University: International Expectations," edited by F. King Alexander and Kern Alexander; "Adolescents and Literacies in a Digital World," edited by Donna E. Alvermann; "Teaching in the knowledge Society: Education in the Age of Insecurity," by Andy Hargreaves.

In this article, I show that the intersection between education policy and immigration law in the United States sustains a permanent underclass and reinforces the deliberate disenfranchisement of students without authorized immigration status. I critically analyze the Supreme Court case Plyler s. Doe, and I suggest the DREAM Act as a means for these students to secure a right to rights for economic, social, and political agency. At the heart of the argument is my assertion that domiciled residency ought to ensure these students’ right to educational equity within the United States, from preschool through postsecondary levels. Throughout, I reflect on the amassing group of well-educated students, whose papers are diplomas, and who increasingly make apparent the futility of citizenship status for demarcating possibilities for mobile border crossing—not only territorial borders, but also the walls built up to obstruct class and social border crossings. [ABSTRACT FROM PUBLISHER]

The article reports that author Hilton Kelly called the American Educational Studies Association (AESA) membership to both individual and collective moratoria. It mentions moratorium for the field of educational studies would provide an opportunity to examine its political positioning and to develop a set of strategies to communicate its significance and to support allies in other fields to argue effectively for its significance.

This article begins with deep appreciation of Chet Bowers' powerful charge to take up thick description as a pedagogical tool, while also acknowledging the unpleasant manner in which he offered this charge in response to Gruenewald's notion of a critical pedagogy of place. The article, then, prompted by Bowers' charge, is a story and analysis of our 'rush of descriptions' about a controversial issue in the community where we reside. To better understand how thick description might contribute to EcoJustice pedagogy we present excerpts of our rush of descriptions and analyze them using Bowers' 5 themes of language, commodification, tradition, science, and technology. In doing so, we found that our in-depth examination does, indeed, make apparent these themes, suggesting thick description could be a promising component of EcoJustice pedagogy. [ABSTRACT FROM AUTHOR]

Chet Bowers' contributions to education are numerous and provocatively persistent. Using the title Ecological Revelations: Recovering the Unseen to frame my examination, I explore four concepts central to Bowers' work: oikos, intelligence, language, and cultural maps. First, I reflect on the ways in which Bowers' conceptualization of the concepts created ecological meaning and discursive relevance in education over the course of his scholarship, which spanned more than four decades. I highlight how Bowers' development of the ideas, each on their own and collectively as a coherent whole, not only challenged assumed cultural ways of being for educators, but importantly, provided an alternative theoretical framework to make new sense of how education (re)produces culture. I examine these concepts in relation to Bowers' critique of STEM (science, technology, engineering, mathematics), the theoretical dilemmas they raise, and the ecological questions that emerge. Finally, I inquire into how the four featured ideas, STEM, and STEM education play out in the context of a community commons. Here, additional concepts such as collaboration, innovation, renewal, and relationality expand Bowers' theory, which, in turn, not only give rise to ecological alternatives for STEM and STEM education but for the cultural commons as well. [ABSTRACT FROM AUTHOR]

Let me begin by thanking the members of the George F. Kneller Advisory Committee and you the members of the American Educational Studies Association for inviting me to give the annual Kneller Lecture on this the fiftieth anniversary of the Association.The present phase of rising nationalism and growing global xenophobia does not suggest this is the season for the integration of international thought. Nonetheless, my lecture focuses on an instance of a nascent integration of Eastern and Western philosophical and educational ideas. [ABSTRACT FROM AUTHOR]

This study addresses the educational status and needs of Syrian school-age children at Turkish public schools and the perspectives of teachers and school principals who work with Syrian refugee students. Data was collected from an ongoing qualitative interpretive case study research project using semistructured interviews with teachers and principals who worked with Syrian refugees in 2 inner-city elementary schools in Istanbul, Turkey. The findings of this study indicate that state schools provide many Syrian children with access to education that addresses the needs and challenges associated with the refugee school-age children. For example, Syrian children are thought to have rights identical to Turkish children regarding access to a free education in the Turkish public school setting, and the government has allowed Syrian students to enroll in universities without examinations or without having to show proof that they had attended universities in Syria. However, language barriers with respect to speaking and understanding Turkish must be mitigated to integrate Syrian refugees into Turkish culture. The results of the study also indicate that Syrian students are in a constant state of depression and trauma due to war and migration. Because of language-related issues and limited access to everyday necessities, Syrian children are often in need of comprehensive psychological support. Thus, this study recommends that teachers and principals participate in professional training and development programs to be able to provide psychological support to students. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses the scope of the publishing industry in educational studies benefiting teachers and students.

This article addresses the ongoing conflicts over the effectiveness of school choice in America's educational system. After discussing the ideological foundations of the school choice movement, I analyze four controversies where the research done to evaluate school choice programs was hotly debated and inconclusive. The central holding of the paper is that these disputes are indicative of an ideologically saturated policy environment, in which opposing factions are far too eager to either condemn or support a school choice program before it has fully matured. I conclude by encouraging scholars and policymakers to examine factors beyond achievement, such as democratic participation and involvement, when considering school choice as an educational reform. [ABSTRACT FROM AUTHOR]

Invites papers related to ecology, culture and education to be published in the special issue of the periodical 'Educational Studies' as of December 2002. Elements of Eco-justice which should be emphasized in the papers; Length of the papers; Deadline for the submission of the papers; Contact details.

This article was originally conceived for a paper session at the 2000 American Educational Studies Association conference in Vancouver, a session designed as a ?multilogue? on teaching the foundations. In the article we discuss the nature of the ?disciplines? and disciplined thinking within the field. We are vulnerable, as are many in the social sciences and humanities, to understanding ?disciplines? as biased, political codifications that privilege the elite. Yet, as we argue here, we should avoid the modernistic discipline/antidiscipline binary by recognizing the ?disciplines? as multivocal discourses. Teaching the ?disciplines? that inform social foundations from this point of view presents our students with a historically grounded, critical view of education and schooling. [ABSTRACT FROM AUTHOR]

A list of books that focus on education is presented.

This article presents information about various books. Some of the books are: "Rethinking Sexual Identity in Education," by Susan Birden, "From the Murray to the Sea: The History of Catholic Education in the Ballarat Diocese," by Jill Blee, "The Blackboard and the Bottom Line: Why Schools Can't Be Businesses," by Larry Cuban, and "Ten Common Myths in American Education," by Gordon Mordechai. Another book is "Teaching Against Global Capitalism and the New Imperialism," by Peter McLaren and Ramin Farahmandpur.

This article discusses the learning dispositions of first-generation disadvantaged students at a university in South Africa's Western Cape Province. Based on qualitative data collected over a 2-year period, it focuses on findings from 7 purposively selected students at this university. Utilizing Bourdieu's concept of habitus and Wacquant's conceptual elaboration of this concept, the article explores the affective, cognitive, and conative (practices) dimensions of the students' habitus as interrelated aspects crucial to understanding how they develop their dispositions to learn. The article illustrates how the students' learning dispositions are produced through the active and strategic exercise of each of these 3 (affective, conative, and cognitive) interrelated embodied dimensions. I argue that understanding these embodied habitus generating practices are crucial for comprehending how they establish effective learning dispositions for successful educational engagement at their university. The significance of this article lies in offering a perspective of first-generation disadvantaged students' learning dispositions in respect of establishing their educational engagement practices at the university. [ABSTRACT FROM AUTHOR]

A bibliography of books about education and teaching is presented which includes "Teaching for Student Learning: Becoming an Accomplished Teacher" by Richard I. Arends and Ann Kilcher, "Instruction and Technology: Designs for Everyday Learning" by Brad Mehlenbacher, and "Critical Pedagogy: Notes From the Real World" by Joan Wink.

During the past thirty years, while foundations of education programs have been shrinking on American campuses, faculty in the School of Education at the University of Wisconsin-Milwaukee created an undergraduate degree program in community education that has attracted older, nontraditional students. Using a curriculum that provides skills and understandings needed to improve urban communities and schools, the Department of Educational Policy and Community Studies expanded on traditional notions of educational foundations to create courses for students from all over campus interested in studying the complex dynamics of race and class in urban environments. [ABSTRACT FROM AUTHOR]

The article discusses various reports published within the issue concerning the problem of colorblindness in education in the United States.

In light of shifting immigration trends and demographics, teacher preparation must be rethought to ensure culturally and linguistically responsive curriculum and classroom practice. This imperative is one with which educators have long been struggling, but have yet to adequately address. Fourteen years ago, I wrote an article about this very same imperative, which looked “at the issue of teacher preparation in light of changing demographics as a direct consequence of increased immigration” (Goodwin, 2002a, p. 156). The article concluded that “conversations about the unique needs of immigrant children and recommendations for better teacher preparation are futile if society and educators do not have the will to do the right thing” (p. 170). A decade and a half since that article was published, it is troubling to find it necessary to engage in the same examination and assessment of the same issues. The question now is: What, if anything, is different in terms of who is in the classroom now? Are teachers any more prepared to work with immigrant children? Have the issues facing immigrant children—and their families—changed? How is the world different and what does that difference mean for education? Immigration and immigrants are indelibly woven into the fabric of American history, so any discussion about the education of immigrant children is embedded in an ongoing socio-historical conversation. In what ways have educators been full participants in that conversation? Have we done the right thing? This article attempts to address these questions about preparing teachers for newcomers entering US classrooms today. It begins by looking at curriculum and teaching practices that seem to be in place (or not), and outlines key issues facing todays' immigrants to the United States. The article closes with some suggestions for teacher preparation if we are truly committed to educating all children well. [ABSTRACT FROM PUBLISHER]

Racial categories, inequalities, and hierarchies have shaped life in the United States since the formation of the country. For children and youth in the immigrant and second generations, schools are central sites of racialization. In this article, we focus on what the educational research suggests about the role of schooling in the racialization of ethnically diverse Asian immigrant and refugee groups in the United States. Specifically, we examine how schools have been implicated in the racialization of Asian Americans from immigrant families in the 20th and 21st centuries, as well as how Asian immigrant youth have used schooling to respond to the forces of racialization. Through policies of exclusion and segregation in schools, the state often positions Asian Americans as outside the realm of Americanness. Today, in addition to an ongoing image of Asian Americans as perpetual foreigners, we see racialization processes expressed in the religification of South Asian immigrant students and in the ideological Blackening of some Southeast Asian youth. At the same time, schools have often positioned Asian Americans as model minorities whose academic success is used to argue that US schools are meritocratic and to blame other students of color for their own academic challenges. Our review demonstrates that Asian immigrant students experience racialization in diverse and contradictory ways that intersect with other identities like class, religion, and ethnicity, making the notion of a single Asian American subject problematic. Although it may seem as though Asian Americans are not subjected to racism, due to the model minority stereotype and their relative racial privilege, our review of the literature clearly challenges this assumption. Rather than proof of the absence of racism, the model minority narrative arguably demotes Asian Americans to 2nd-class citizenship, which hinges on the approval of Whites. [ABSTRACT FROM AUTHOR]

Examining both the GI Bill and the origins of desegregation of traditionally segregated institutions of higher learning in the South, this historical essay argues that these 2 separate historic markers should not be considered independently. Indeed, to understand the full scope of the GI Bill, we must consider the limited options that Black veterans had when it came to college admissions. Conversely, when considering the desegregation of historically segregated southern colleges and universities, we must also evaluate the strong will many Black veterans expressed in their desire to redeem the federal government's promise for a college education. Building off the body of critical scholarship published on the GI Bill, this article closely examines the enrollment and experience of the first 2 Black veterans to attend the University of Florida (UF), contextualizing the experiences of these veterans with that of other African Americans seeking to gain acceptance to historically segregated public universities in the United States. It also contrasts the African American veteran experience at UF with that of the first White veterans to attend UF following World War II. [ABSTRACT FROM PUBLISHER]

Writing alongside 12 African American Muslim girls, we led a summer literacy program in an effort to understand how Black Muslim adolescent girls write about their identities and ideas. The 4-week literacy program was designed to engage and support Black Muslim girls, aged 12–17 years old, in reading, writing, and understanding the multiple contexts that inform their worlds. The girls received writing instruction connected to their experiences and identities in an environment that afforded them time to represent their situated worlds of being Black, Muslim, and girls in the United States. In this qualitative inquiry, we investigated the following research question: How would Black Muslim girls write to encourage a future generation to navigate multiple identities? The participants penned letters to a future generation of African American Muslim girls. Drawing upon methods of thematic analysis, we found that themes of sisterhood and unity, shattering misrepresentations, empowerment, strength through faith, knowledge (education), and speaking up and fighting for rights emerged. These themes indicate the messages Muslim girls write are indicative of the multiple identities they navigate and speaks to how they would encourage youth who share their complex racialized-gender religious identities, as well as the need to open the conversation on Black education to center both Black girls and Black Muslim girls. [ABSTRACT FROM PUBLISHER]

I think teaching is more similar than dissimilar across age groups, and I endeavor to show how teaching at all levels can contribute to the development of what John Dewey called “democratic character.” Although Dewey's ideas are usually thought of in conjunction with primary-age children, teacher educators can and should utilize his approaches if they are concerned with the development of democratic character in their students. My reflections are based on academic “practitioner research” or “self- study” (Anderson and Herr 1999; Zeichner 1999); as an “insider” practitioner, I have studied my own site (the foundations of education classroom) and constantly evolving practice, generating knowledge unmediated by outsiders. I have attempted to look reflexively at my own practices and students' responses to my pedagogy with an eye to interrogating, clarifying, and improving my teacher education. Based on my findings, I make suggestions for teacher educators who want to be more Deweyan and hence supportive of the development of democratic character. It's what we do, not what we say, that matters. (Schor 1998) [ABSTRACT FROM AUTHOR]