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The article focuses on the re-constructions of power-securing structures behind social inequalities. This conceptual study aims to synthesize different transdisciplinary studies from critical age, gender, race, and disability studies to gain an intersectional view of the power effects of discriminatory social habits, practices, and structures. The results show an intersectional synthesis regarding the phenomenon of adultism. A typical definition of adultism is the abuse of power by adults towards children while adulthood/childhood are socially constructed. Adultism can be seen as the discriminatory axis of social positioning according to age or generation, consisting of subordinating social practices and attitudes that subsume into social norms and structures. The theoretical concept of adultism contains various methodological approaches and paradigms. Different fields according to social constructivism like ethnomethodology, poststructuralism, linguistics, and symbolic interactionism emerge into a new theoretical framework. Their offered terms like Doing Difference or Age, Subjectivation, and Generationing, are contrasted and brought together into a new theoretical framework and a Theory of Childilization. This theory shows a necessary shift of perspectives to the approach of critical adulthood and the question of how childhood is performed by adulthood regarding generationing practices, structures, and privileged adult acting. The new theory reveals recurring patterns, discriminatory structures, and dominating practices based on the example of adultistic narratives. These narratives combine the mentioned disciplines around the subject related to structures, interactions, and cultures. Here, using a relational perspective, unseen, unspoken, and unheard practices by adults are uncovered, and can be applied to a reframing of education and learning environments, or of negative power effects on the lower-status group of children. The theory of Childilization is enfolded in a triad of mature-normative framing, re-framings, and counter-framings to new perspectives on adultism. With empirical evidence, the article shows a re-framing of learning and identity-building on a community-based level and examples of counter-framings by young actors. In the context of a Hawaiian case study, age-different learning environments of progressive education at six schools in Oahu (n=6) can be shown. The case study illustrates examples of critical adulthood in contrast to common adultistic narratives like pathologizing, or educative ordering and the realization of some counter-framings of children. And finally, it emphasizes the necessity of conceptualizing adultism on the part of those affected--accompanied by the demand to equalize children's rights and to deconstruct adultistic concepts of "being a minor child" vs. "being a mature adult". The article is therefore challenging "good" norms and orders of adult societies, citizenship, education, and even research and sciences.

In recent years an uneasy peace has descended in U.S. academe between those who feel research universities have done too little to advance the representation of minority groups and women and those who feel that the administrative policies developed to improve representation can and sometimes do come into conflict with core intellectual commitments of universities. Using quantitative and qualitative evidence from interviews with 47 natural sciences, engineering, and mathematics faculty members at a U.S. research university, the paper examines the background characteristics of three sets of protagonists -- academic progressives, academic traditionalists, and those whose views bridge the divide -- and the way respondents discussed and justified their viewpoints. The paper draws on the theory of strategic action fields to illuminate the structure and dynamics of the conflict and suggests modifications to the theory that would improve its explanatory power for this case.

Korea is recognized around the world for its performance on international educational assessments and the economic development its educational system has facilitated. However, there is also a deficit in well-being among young Koreans. In response, Korean educators have developed alternative, whole person approaches. This article reports a study of one such approach, the "Hyukshin School" movement. We describe the theory and practice of Hyukshin Schools, drawing on interviews, school observations and artifact collection at 16 schools in Seoul. These schools embody progressive, whole person principles familiar elsewhere, and they integrate these with distinctive Korean ideas. This case of educational change illustrates how one reform movement is engaging the tension between highly competitive academic achievement and well-being.

My essay aims to develop my authorial map-account of Martin Duberman's various educational paradigms manifest in his experimental seminars at Princeton University, Hunter College, and Lehman College CUNY, 1966-1971 (and beyond) that I abstracted from his claims about his innovative educational teaching. I tried to develop a terrain of educational philosophical paradigms that shaped his goals, judgments, definitions of success, frustrations, and so on, and engage in a dialogic analysis of this terrain. His innovative pedagogy was driven by diverse and often conflicting educational philosophies involving democracy, dialogism, and therapy, among other values. I discuss the synergies and conflicts of these values in Duberman's pedagogy.

This comparative case study examines the experiences of two Latinx teachers in the Southeastern United States who navigate critical social studies without substantive support in their schools. Their school spaces and experiences are myriad and overlapping, but generally the teachers describe being outside the traditional social studies curriculum, the color evasive, progressive project of U.S. schooling, and the dominant racial-ethnic categories of the U.S. South. Similar to Colomer's (2019) articulation of the double-bind experienced more generally by Latinx teachers in the South, we found the two teachers navigated contexts that were made more meaningful and more hostile because of their presence and praxis. We name this type of double bind unique to Latinx Social Studies teachers in the South as the ambiguity of (non)belonging. We aim to center the efforts of these two teachers and highlight the ambiguities of (non)belonging that simultaneously fuel and flatten their drive to continue as critical social studies teachers in the U.S South.

Progressivism is the trend in the modern education system since it aims to focus and develop the skills and abilities of the learners. Educators play a vital role in the learning setup because they are the facilitator of learning in the class session. In the time when most schools employ online learning, problems arise as to how teachers can make every session student-centered. This qualitative study aims to provide ways as to how teachers can make an online class more interesting and engaging for the students. The teacher respondents mentioned that giving group works to students and letting them engage in collaborative learning is beneficial since the objectives are being met and at the same time, learners are enjoying. It is also recognized that the internet connection is the main problem in this set-up, while it was also mentioned that games help maintain the interest of these learners.

Scholars have long considered the era of modern education in Nepal as inaugurated by foreign actors in the 1950s. Based on an analysis of two central publications of the relatively overlooked educator and intellectual Jaya Prithvi Bahadur Singh, this paper aims to shed new light on the educational history of the early twentieth century Himalaya. By employing a lens of global history, the study challenges the narrative of a 'sudden arrival' of modern education in Nepal in 1950s. In doing so, the paper aims to demonstrate the relevance of Singh's thought to the global emergence of modern, progressive, and humanistic forms of education in the early twentieth century.

This paper has as its focus the life and thinking of the educational theorist and schoolmaster J. H. Simpson (1883-1959), who was not only a reforming teacher at Rugby School but was also the first headmaster of the progressive Rendcomb College. His ideas around education were outlined in a number of books. At the heart of his thinking lay concerns around democracy and self-government and the article explores how these were enacted at various points of Simpson's life with a particular focus upon his work until 1932. Attention will be paid to how his thinking evolved, moving from simple democracy in the classroom to wider decision-making within an entire school. Linked to these concerns were a number of curricular initiatives that sought to offer a point of contrast to more traditional public schools. The article will conclude by attempting to offer consideration of the legacy of Simpson's ideas.

This paper explores the British art patronage scheme "Pictures for Schools," which sold affordable works of art to educational buyers at annual exhibitions between 1947 and 1969, focusing on the work of "Pictures for Schools" founder and organiser Nan Youngman (1906-1995) as an artist, educationalist and activist. It shows that, while social and cultural changes in post-war Britain around the development of the welfare state provided a receptive environment for "Pictures for Schools," it was largely driven by Youngman's personal convictions and experiences. This paper traces the ideological motivations behind "Pictures for Schools" to the interwar period, exploring Youngman's involvement in two progressive organisations, the Artists' International Association (AIA) and the Society for Education through Art (SEA), which enabled her to campaign for progressive art and education. In doing so, it positions "Pictures for Schools" as a socially engaged intervention into the post-war education system in England and society.

The COVID-19 pandemic caused significant disruptions in the educational system, placing a substantial burden on teachers. Since the onset of the pandemic, ample quantitative research has been conducted, documenting increased rates of anxiety, stress, and burnout among teachers. However, these rates do not provide an explanation for why teachers are struggling, nor do they offer guidance on appropriate support for these educators. This study aimed to gain a nuanced understanding of teachers' experiences during the pandemic and expand the existing literature that focuses on public school teachers' experiences to include insights from progressive educators. When teachers were provided with the opportunity to share their stories, they expressed a desire to be heard, emotionally supported, and to connect with their communities. These sentiments align with existing literature on public school teachers during the pandemic, suggesting shared experiences of stress and isolation across educators.

This research analyzes the educational philosophy of progressivism and humanism in Tetsuko Kuroyanagi's Totto-Chan Novel and its relevance to the Independent Curriculum in Indonesia. This study uses qualitative content analysis to reveal the progressive and humanistic educational philosophy in Totto-Chan and its relevance to the Merdeka Curriculum in Indonesia. The research involves reading the novel, extracting relevant texts, categorizing them by topics, and analyzing the relationship between these philosophies and the curriculum then the findings, detailed in a comprehensive manner, highlight indicators of progressive and humanistic educational philosophies. This research aims to identify parallels between the Merdeka Curriculum and progressivism and humanism in the Totto-Chan novel to assess the suitability and potential integration of educational philosophies. The result showed that Tetsuko Kuroyanagi's Totto-Chan novel intensely reveals the progressive and humanistic educational philosophy at Tomoe Gakuen. The school prioritizes independent learning goals, equality, justice, self-reflection, environmental connection, and shared decision-making. Principal Mr. Kobayashi educate students' independence based on interests and talents. This aligns with the Merdeka Curriculum in Indonesia, which emphasized meaningful learning design for students' independence, equality, self-reflection, environmental connection, and democratic learning principles through the concept of Merdeka Belajar in the learning process. This implication can serve as a practical learning idea for educators, fostering harmony in educational philosophy and enhancing the implementation of the recently introduced Merdeka Curriculum in Indonesia.

The inclusive education debate is often framed as a choice between outmoded special schools and progressive inclusive general education schools. However, the rhetoric of 'choice' hides what is in reality a context of restricted resources, both in general education and in special congregated settings. We interview three deaf-parented families with a total of six deaf children enrolled in different educational settings in Belgium. We explore the educational choices parents made for their children and how these choices are influenced (1) by their own knowledge of and lived experience with the educational choices available and (2) actually existing resources. Our study shows a clear contrast between the capital parents bring to their children's educational experiences and the choices available. Parents want to send their children to congregated settings to give them an education in sign language but are hindered from doing so because of the schools' lack of adherence to educational standards. Instead they are pushed into a general education system that tasks their time and energy, as well as their child's bodies. The paucity of options for these parents calls for a rethinking of the parameters of the inclusive education debate, moving beyond placement to a holistic focus on deaf children's linguistic, educational, and social development.

Critical pedagogues advocate a constructivist approach to learning emphasising the self-directed construction of knowledge from the learners' experiences while also expecting students to develop an explicit critique of the social order. However, the use of a constructivist approach for the pursuit of explicit ideological goals leaves educators with a dilemma: what happens when students' reflections don't lead them to the anti-oppressive conclusions teachers desire? Using comparative historical archival methods and oral history interviews, this study interrogates how teachers and students navigated this paradox in the Berkeley Experimental Schools Project (1968-1975), a public educational programme that sought to actualise the goals of both the Free School and Black Power movements. This study sheds light on this dilemma with particular clarity because the Free Schools represent one of the U.S.' most radical experiments in constructivist pedagogy, and the Black Power movement one of our most heightened efforts to challenge systemic oppression. In demonstrating that in Berkeley, it was easier to build self-directed inquiry on a foundation of explicit critique than to build anti-racism on a foundation of free inquiry, this study elucidates tensions at the heart of critical pedagogy, social justice education, and curriculum theory.

Moving beyond both a neoliberal as well as a 'heroic' conception of how the International Baccalaureate (IB) might 'make a better world', this paper focuses on the transformative potentiality of IBDP classroom pedagogy from the perspective of an experienced and critically minded educator, whose praxis has evolved across more than three decades of teaching IBDP courses in elite, well-established international schools around the world. In the IBDP teacher's account, particular attention is placed on the relational qualities of the (ideal) classroom culture and on the tensions between learner autonomy, teacher and learner authenticity and the critical imperative to interrogate privilege. We seek to provide a generative case for researchers and educators to reflect and find greater precision on the desired ends, possibilities and limits of critical and progressive pedagogies in school classrooms under contemporary conditions constituting our 'world in trouble'. More specifically for stakeholders of the IBDP, we offer up a promising orientation to IBDP classroom pedagogy in pursuit of the IB mission.

At a time when there are renewed expressions of concern about how our societies are organised and the health of our democracies, this paper focuses on the role of education in a democracy. Informed by John Dewey's and Martin Buber's accounts of what it is to be educated, and Homi Bhabha's concept of third space work, the paper presents the case for a progressive education for democratic citizenship. Adopting an ethnologically-informed approach, the paper provides an in-depth look at two Catalan and two English schools, focussing on the ways in which they look to provide a democracy enabling education. The findings reveal how and why mutual cooperation, collaboration and dialogue in relationships are key elements in the modelling of an education for democratic citizenship.

Setting in train various forms of curriculum and pedagogic change in schools whilst seeking to improve both teaching strategies and Aboriginal educational outcomes in Australia is a complex business. This involves a sustained effort to equip the next generation of educators with the skills and knowledges to identify, diagnose, and devise remedies for the 'problems' that are sometimes ascribed to Aboriginal learners. The work of Paolo Freire is a point of reference here. However, the halo around Freire and his work may occlude thinking about how to evoke his concepts, (specifically conscientisation) in the contemporary Australian context. We discuss the strengths and weaknesses of Freire's work in this light. We also discuss the Culturally Nourishing Schooling (CNS) project, a whole school reform model where teachers are encouraged to shift their reflective gaze onto themselves and on the settings in which they work. We argue that for 'success' in education to no longer be defined by deficit thinking, firstly, conscientisation must be a collective process. To change teachers and their practice and schooling requires a different conception of both change and of conscientisation.

Popular music has existed in American education since the 1700s. However, biases related to race and class, and concern for student morality have often led educators to eliminate or suppress these musics in the classroom. Progressive teachers and students themselves sometimes advocated for popular styles, which eventually made their way into the curriculum after they were no longer popular in mainstream society. Once accepted, music educators tended to approach popular styles inauthentically and as a tool for introducing classical forms. These practices led to curricularization that is contrary to the informal nature of musicing in these genres. In this review, I synthesize primary and secondary sources to examine the history of popular music education in the United States and tensions between Western art music and popular genres in the P-12 curriculum. This essay will contribute to the history of music education, help teachers understand present practices and attitudes, and discuss implications for popular music instruction today.

Student voice has held a prominent place in the tradition of progressive and democratic schools and classrooms around the world. Once engaged it offers a chance to develop and use crucial skills for democratic living and to shape meaningful contexts for learning as students bring their own personal questions, cultural experiences, resources, and prior skills to curriculum planning and school policy. At the same time, engaging student voice raises concerns about curriculum design, teacher and student roles, student expectations, and school politics, as well as the need for scaffolding and support for both teachers and students. This paper outlines the rationale for student voice, a framework to consider options for teacher and student voice in curriculum planning, and a number of examples of student voice in curriculum planning, school policy, classroom organisation, and school culture drawn from the author's long involvement with student voice projects.

Teachers' implementation of and attitudes to school reforms and overriding pedagogical ideals have long been a topic of debate and research. In this article, we centre on teachers' descriptions of how progressive teaching was conducted as well as on the teachers' reasons for implementing such teaching in the 1940s. This study is based on written material consisting of 360 elementary school teachers' accounts of their teaching collected in 1946. The material was collected by a government investigation of how progressive teaching was conducted in Sweden. The accounts offer detailed descriptions of how pupils were activated and how elementary teachers at the time could use the community as a teaching resource. The article is inspired by a prosopography approach, in which the basic assumption is that it is possible to extend knowledge of social processes and societal development by studying the group profile of members of various institutions such as political or professional organisations. The analysis is based on John Dewey's and Larry Cuban's perspectives on progressivism. We found that, according to teaching the theme of pupils participation was frequently reported in 59% of the accounts, while student interaction (35%) and extended classroom (16%) were less reported. The teachers motivated their teaching on the basis of general ideals, as democracy. Also important were practical circumstances such as available teaching resources as well as physiological aspects as student's interest and development.

Purpose: This paper explores the context within which experimental, pedagogically progressive schools were established in Australia during the first decades of the 20th century. Design/methodology/approach: The paper presents a case study of the establishment of Rosbercon Girls' Grammar School. It draws on educator accounts, archival documents and contemporary literature to provide a brief narrative of the events leading to the opening of the school; to sketch the family of educators who were pivotal in making it a reality; and to identify key aspects of the social and legislative context that made such an initiative possible. Findings: Rosbercon was established at a time when a modest school could be established relatively easily by a small group of educators with a shared vision. The early 20th century was a moment of national optimism in Australia, where an appetite for new educational ideas created a climate in which innovative educators found fertile soil for their pedagogical experiments and adaptation of emerging ideas from around the world. Their efforts were facilitated by an emerging global network of personal interactions, professional learning, professional associations and educational literature. Originality/value: This paper addresses the relative lack of scholarly examination of the origins of Rosbercon Girls' Grammar School, an institution that previous authors have identified as Australia's oldest experimental school. The case study also contributes to a broader appreciation of the trajectory of progressive education during the early 20th century.

Through a Foucauldian theoretical framework, this article contests the efficacy of the modern assessable and visible learning curriculum, and analyses how the current education episteme disempowers the ethical subjectification of the individual, dislocating the development of aesthetic agency. It articulates a tension between education for the development and enrichment of specific skills and economic growth, which is data-driven, and a more humane, values-driven education. As the vociferous application of, and focus on, standardised tests dominates pedagogical practice and only certain types of empirical knowledge become the accepted norm, then aesthetic agency is subverted. Such data-gazing practices, it is argued, neglect the Foucauldian psychagogical 'care of the self' of students through the cultivation of a life practice; instead, as data surveillance pervasively dominates recent pedagogical rationales, students are further alienated from ethical practices of self that lead to an ethically democratic society. Focusing on the Foucauldian concepts of discipline, biopolitics, and biopower, and the way these concepts shape educational practice, some of the studied blindness and lacunae dissimulated in the excitement of measuring the "effectiveness" of education is analysed.

Since 1994, numerous policies promoted social justice and the transformation of the South African society. The recurriculated Bachelor of Education (BEd) programme at the Sol Plaatje University aims to equip students with knowledge and skills to realise the aim of social justice. The aim of this study was to explore Sol Plaatje University students' experiences and perceptions of a curriculum that aims to promote social justice. We selected 3 education modules, with the assumption that they reflected social justice content. Four students, representative of different ethnic and language groupings at the university were chosen as participants. Data were generated through 3 reflective exercises about each of the modules, spread over a period of 3 years. The module aims, linked with the narratives of the participants' perceptions and experiences of each module, provided an overview of their experiences of the enacted curriculum. A qualitative research design with an interpretivist approach informed by Dover's (2013) social justice pedagogy was used. The students' narratives shed light on the strengths and weaknesses of how the BEd curriculum worked towards social justice and revealed the students' perceptions of otherness. From the narratives it became apparent that the 3 modules did promote a social justice orientation in prospective teachers educated at the university.

The contribution of education to the overall development of a nation becomes evident especially through higher education. This is because higher education is considered a key to delivering the knowledge required for ensuring sustainable development. Studies reveal a strong positive correlation between higher education participation rates and levels of development, as high levels of education are essential for designing and producing new technologies, and enhancing innovative capacities for the development of a society. While the reforms of higher education in high-income countries have received much attention, relatively little is known about the change dynamics in higher education system in developing countries. Therefore, with this research I want to contribute to a better understanding of higher education system in Africa, from the perspective of the type of pedagogy being practiced frequently and its consequences in producing competent graduates for the world of work by taking Ethiopian public higher education system as a case. To this end, data were collected from selected higher education institutions? officials and instructors using questionnaire and interviews. The collected data were analyzed using mixed method. Findings of the study revealed that despite the offering of on-job pedagogical science trainings in the sample universities, little progress has been made in terms of applying student-centered pedagogy. Most of the instructors in the institutions still predominantly use traditional teaching methods. It is recommended that instructors in higher learning institutions should use critical pedagogy.

Frederick Jackson Turner's "frontier thesis," described the frontier as the lifeblood of American ideals and warned that the frontier's closing would mean the factors that once enabled America to prosper could no longer be relied on in the century ahead. Boy scouting was shaped by a similar nostalgia for the vanishing frontier as well as a "crisis of masculinity" arising from the anxiety that frontier discipline would no longer rub off on the youth of an increasingly urbanized culture. In this article, Henry Jones examines how the Boy Scouts in their formative years attempted to establish a virtual, "reconstructed frontier" as a substitute for the lost geographic frontier. However, the evolution of Boy Scout character education between 1908 and 1940 mirrored changes in the frontier thesis itself, reflecting a rapid transformation of the frontier's "rugged individualism" into a "corporate individualism" more aligned with the bureaucracies of managerial capitalism and the regulatory state.

This study attempts to identify the pre-service secondary mathematics teachers' epistemological beliefs towards learning, their educational beliefs, and critical thinking dispositions as well as the relationship between them. A relational survey model was employed and the study group consisted of 152 pre-service teachers. The study used Epistemological Beliefs Scale towards Learning (EBStL), The Educational Philosophy Tendencies Scale (EPTS), and Marmara Critical Thinking Dispositions Scale (MCTDS) as data collection tools. The results suggested that pre-service secondary mathematics teachers' epistemological beliefs and critical thinking dispositions were above the average value. Moreover, they were found to have progressive and reconstructivist tendencies. The results also revealed that the pre-service secondary mathematics teachers' epistemological beliefs towards learning did not differ across their gender, academic achievement, parents' educational level while significantly differed in terms of their grade level. The pre-service secondary mathematics' teachers' educational beliefs significantly varied across their gender, grade level while that was not the case for their academic achievement and parents' educational level. Besides, the results confirmed positive and significant relationships between the pre-service teachers' epistemological beliefs towards learning and their critical thinking disposition levels and progressivism, further positive and significant relationships were noted between the critical thinking dispositions and progressivism, reconstructionism and perennialism. Progressivism was found to be explained by epistemological beliefs towards learning and critical thinking dispositions; reconstructionism was found to be explained by critical thinking disposition; epistemological beliefs towards learning was determined to be explained by progressivism and critical thinking disposition, and critical thinking dispositions were identified to be explained by reconstructionism and perennialism.

John Dewey's educational philosophy provides a compelling resource for empowering adult vocational education through a cultural vision, ultimately rooted in a view of social democracy as the creative task of lifelong learning before us. This is supported by Dewey's interpretation of knowledge construction in its varied cognitive, ethical, and aesthetic forms, which provides the basis for transforming the perceived opposition between academic studies and vocational education in contemporary schooling, which I appropriate to the adult basic education field. To flesh this out, the essay homes in on the certified nursing assistant field through descriptive narratives, a nursing assistant training manual, and a corresponding lifelong curriculum framework. The challenges of implementing any aspirational vision are noted. Yet given its substantial grounding in experiential and transformative learning, progressive education, humanistic psychology, and a view of human resource management based on these influences, Dewey's cultural philosophy of vocational education opens up pathways that can move in this direction, and is, therefore, worthy of much deliberate consideration.

This article discusses the work of Susan Isaacs (1885-1948), the IOE's (Institute of Education), first director of the Department of Child Development. In addition to introducing child psychoanalysis to the UK, Isaacs was instrumental in mapping out the basis for a conceptual understanding of the role of aspects of imagination (which she termed 'phantasy') and play in the life of children. This allowed early childhood educators to develop holistic pedagogies that embraced both the intellectual and the social development of children. Her work has provided the basis for contemporary professional practice within the sector.

In this study, the effect of teachers' educational philosophy tendencies on their curriculum autonomy was investigated using a correlational research design. The study's population consisted of teachers 258 teachers drawn from various schools using a simple random sampling method. The data were collected through Educational Philosophy Tendency Scale and Teachers' Autonomy on Curriculum Scale. According to the results, progressive educational philosophy appears to be the most frequently adopted tendency by teachers, while essentialist educational philosophy appears to be the least widely adopted. Teachers have a high level of procedural autonomy, which is followed by autonomy in professional development, evaluation autonomy, and autonomy in planning. There are weak and moderately significant correlations between teachers' educational philosophy tendencies and their curriculum autonomy. Also, teachers' educational philosophy tendencies are a strong predictor of curriculum autonomy. Progressive educational philosophy tendency predicts procedural autonomy and professional development autonomy significantly. Reconstructionist, essentialist, and perennialist educational philosophy tendencies, on the other hand, have no impact on curriculum autonomy. In this context, progressive educational philosophy adopted by the teachers influences how they structure their professional development and how they carry out the learning-teaching process without relying heavily on external factors.

Miss Isabel Little was a Scottish infant teacher who immigrated to New Zealand in 1912. She was described as a "Froebel trained Scot from Edinburgh" and known around Wellington education circles for her "modern methods". In contrast to known Froebelian pioneers, Miss Little's historical footprint is light but the few glimpses yield insights useful to consider in current times. Miss Little is described in this article as a forgotten Froebelian foot soldier who, like others were the mainstay of a kindergarten movement that transformed the early education of children. Individual and collective advocacy, as demonstrated by Miss Little a century ago, are evident in current times. The political and pedagogical context of early years education has changed in Aotearoa New Zealand (NZ) but there are still battles to be won. Coinciding with the consequences of COVID-19 in 2020 was the government's intended roll-out of "He Taonga te Tamaiti -- Early learning action plan 2019-2029," creating calls for a strategic rethink: to hasten rather than slow down its implementation. Connecting these stories, past and present, was accidental as they collided into the space of the author's life during a stern lockdown that mainly halted the virus at the border. More broadly they epitomize the stretch and potency of Froebelian principles across centuries and places.

For early childhood educators, few individuals have more historical significance than Friedrich Froebel. Froebelian approaches traveled across the Atlantic and inspired early childhood educators in the United States during the progressive era. Although early childhood professionals in the United States still celebrate the inventor of kindergarten, his vision for early education is inevitably altered when it is interpreted within alternative linguistic, cultural and historical contexts. Authored within this American context, this article aims to recognize Froebel's unique influences and contributions to early childhood education. The article has three parts. First, we resituate Froebel within his original context considering the other influential educational theorists and philosophers in 19th century Europe. We contrast continental, human science pedagogy with the many-sided progressive educational movement in the United States. Secondly, we imagine Froebel in dialogue with a contemporary director of an American early childhood center. This dialogue puts Froebel's philosophy of education in reciprocity with contemporary discourses of policy and practice. We advance an American interpretation of Froebel that considers him much more than a precursor to progressive education. We suggest Froebel provides a uniquely humanizing perspective that is desperately needed within conditions currently dominated by GERM policies.

This paper contributes to the theorization of radical visible pedagogy by building upon Basil Bernstein's initial conceptualization and previous efforts to develop it. Alongside Bernstein's "classification" and "framing" we suggest that incorporating the concepts of "semantic gravity" and "semantic density" from Legitimation Code Theory (LCT)--concepts that were not available to those engaged in earlier efforts to theorize radical visible pedagogy--adds an important dimension to this theorization. Outlining the principles of radical visible pedagogy has the potential to inform equitable classroom practice in a manner that eschews the tendency toward dichotomous conceptions of pedagogy as either "traditional" or "progressive."

This article offers a critical review of the literature on how race played into the historical development of pedagogical progressivism in the late-19th and early-20th-century United States. While many historians have focused on the overt/covert racism inherent in much of progressive pedagogy as espoused by White educators, others have highlighted the ways in pedagogical progressivism supported movements toward liberation and social justice, especially when taken up by Black educators. Thus, the historical treatment of pedagogical progressivism is becoming more nuanced by incorporating the work of Black scholars, school leaders, curriculum designers, and teachers.

In John Dewey's educational framework, the process and product are inseparable; achieving democratic ends cannot result from undemocratic means. For him, the full humanization of people depended not upon externally imposed curriculum and management systems, but rather on responding to the intrinsic needs, interests, and powers of the individual to be educated. The trend in many states on personalized learning, flexible pathways, and proficiency-based assessment, provides a foundation for transforming the conventional system of education, with its standardization, testing, and grading towards Dewey's vision of a more socially just, inclusive, and (small d) democratic system. So, what might Dewey have to say about personalized learning as a model with the potential to revolutionize the entrenched system? This essay addresses five problem-situations and questions that might merit his consideration: (1) the contradiction between personalization and the creation of democratic community-building; (2) corporate interest in personalized learning, and the 'perils of the personalized playlist'; (3) shifting from individual to ecological intelligence; (4) challenging the 'school-to-college-and-career' pipeline; and (5) personalization and the elusive quest for equity. Personalized learning is one of the most important developments in educational reform and renewal toward a more socially just, egalitarian system with the potential to engage students fully in their learning and in their communities. However, there are many pitfalls along the road to implementation, from the problem of stagnant mindsets and mental models to corporate hijacking of the discourses around personalization. This essay highlights ways that we might best avoid these snares, so that the full power of personalized learning might be realized.

The guidelines followed by many educational boards recommend behavioristic practices for dealing with student discipline; however, Lawrence Kohlberg's idea of organizing schools as "just communities" suggests a more promising approach. It translates to the school context the core principle of Habermas's discourse ethics: "those norms to which all concerned agree are valid." In such democratically organized schools, students engage in less violence and take greater responsibility for safeguarding each other's welfare. Public debates about rules and handling transgressions generate knowledge regarding shared norms, promote role-taking abilities, and foster ego-syntonic commitment to democratic values. Such participatory experiences may contribute to constituting ego identity. Whereas identity politics relies on particularistic affiliations and emphasizes demarcations between social groups, ego identity is based on a commitment to universal moral values. This commitment allows individuals to develop and sustain a sense of coherence, continuity, and uniqueness, and it fosters democratic cooperation and social cohesion. In this article, Gertrud Nunner-Winkler provides empirical support for these claims.

This article offers a critical interpretation of the current trends in instructional models for English language learners in California. We review key instructional models and analyze them from traditional (teacher-centered), progressive (student-centered), and critical orientations (society- and power-centered). These instructional models share many common effective principles and strategies for bilingual instruction that support and often accelerate language and content learning. While these instructional models exemplify many of the best traditional and progressive approaches to multilingual instruction, they do not encompass critical orientation to language teaching and learning. In this article we argue that none of the current models synthesize high-leverage practices from all orientations and thus offer a critical framework grounded in the sociocultural and raciolinguistic contexts of multilingual instruction to best serve all K-12 Emergent Bilinguals (EBs) in California.

This article argues that what is most at risk in schooling during a global pandemic, or other similar broad challenges to normal functioning, are those elements that might be considered the less traditional and so the most progressive. After setting out some general background common to the challenge faced by schools and school teachers, this argument is exemplified through the case of school science education. Two particular aspects are considered: one related to pedagogy (responding to learners' alternative conceptions or 'misconceptions') and one related to curriculum (teaching about the nature of science). These are considered 'progressive' features in the sense that they have widely been championed as ways of improving and reforming science education across a wide range of national contexts but can be understood to have faced resistance both in the sense of being opposed by 'reactionary' stakeholders and in terms of the level of support for teacher adoption. It is argued that at a time when the education system is placed under extreme stress, such progressive elements are at particular risk as teachers and administrators may view them as 'extras' rather than 'core' features of practice and/or as reflecting more 'difficult' educational objectives that may need to be de-prioritised (and so neglected) for the time being. In that sense, they are fragile aspects of practice that lack the resilience of more established, and thus robust, features. It is concluded that where progressive elements are especially valued, they need to become sufficiently embedded in custom and practice to no longer be viewed as luxuries but rather to be recognised as core elements of good teaching to be protected and maintained during a period of emergency.

Any enthusiast of classical liberal education will be much dismayed at the current state of education in America, both in K-12 schools and our colleges and universities. In this article, the author highlights how critics of American education have neglected the issues of procedure and pedagogy--the "hows" of schooling--and he argues that a new consideration of methodological concerns related to teaching holds the most promise for changing the culture of American schools. The author calls for those opposed to the dominant trends of the schools to begin an urgently-needed discussion of how "extra"-curricular elements of the educational "process" can be utilized as forms of political resistance.

The New Zealand schooling system is well-known for its progressive and innovative approach to education (Couch, 2012; Mutch, 2013; Wells, 2016). Their national curriculum is inclusive and flexible, allowing schools and teachers to select the content they deem necessary to meet the competencies in the designated learning areas (Ministry of Education, 2007). Additionally, the NZ education system provides choice to parents by offering a range of alternative approaches to schooling, such as Steiner Schools, Montessori Schools, Catholic Schools, or Kura Kaupapa Mãori (Mãori language immersion schools). Within such progressive public schooling system, one would not expect that there would be interest in alternative private schools. Yet, this study found the opposite. To examine the growing interest in independent alternative programs in New Zealand, this study uses a qualitative multiple-case study design of four independent educational programs in the North Island of New Zealand.

The present study is a descriptive research conducted with the quantitative research method and aimed to determine and analyze the educational philosophy trends among pre-school teachers and the effects of various variables on their educational philosophy orientations. The study was conducted with 381 pre-school teachers attending Inönü University, Faculty of Education, Department of Preschool Education, during the 2019-2020 academic year fall semester. The "Educational Beliefs Scale" developed by Yilmaz, Altinkurt and Çokluk (2011) was employed to collect the study data. In data analysis, the educational philosophy trends among the pre-service teachers were determined initially. The consistency of the identified trends with the educational philosophy adopted in the MEB Preschool Curriculum was determined, and the data were compared based on various variables. The fact that most participants adopted existentialism and progressivism and the least number of participants adopted essentialism revealed that the pre-service teachers adopted contemporary educational philosophies. It was also concluded that a higher number of pre-service teachers who graduated from departments with equal numerical and verbal weight adopted progressivism when compared to those who graduated from numerical departments, and the difference was significant. Also, as student seniority increased, the educational philosophy trends among the pre-service teachers changed from conventional educational philosophies to contemporary educational philosophies. The present study was approved by Inonu University Ethics Committee on 14.01.2021 (No:9). Recommendations are presented for educators, educational programmers and future studies.

This study examines the purpose and practice of "adjustment rooms" established in special education classes in Los Angeles public schools in the early twentieth century. The establishment and practices associated with adjustment rooms are a local example of broader international trends related to the classification and streaming of schoolchildren. In this study, I argue that the function of classification and the structure of normalisation were embedded in the practices of adjustment rooms. Since a diverse group of children were being placed in ungraded rooms in Los Angeles and were not being properly educated, the adjustment room practice was initiated by identifying educable children from among them. New educational methods, which were gaining attention in progressive education at the time, were thus developed to compensate for educational delays. The goal of the adjustment rooms, which were designed to educate "backward" and "misfit" children, was to provide auxiliary education and return them to regular classes in a short period of time. Thus, on the one hand, the adjustment room had the function of promoting normalisation to the standard student model. On the other hand, the adjustment room functioned as a "clearing house" to categorise children, deciding their fate according to ambiguous criteria of educational potential. While attempts were made to return educable backward and misfit children to regular classes, "feeble-minded" children were judged to be uneducable and were removed from the adjustment room cycle, thereby promoting internal exclusion within schools.

The New Education movement was a remarkable coalition of national reform movements that emerged at the turn of the twentieth century. As a heterogeneous movement that was united only in its opposition to the schooling system at the time, its structure and boundaries in the UK have remained a matter of academic debate. This article implements the previously proposed idea of treating New Education as a social movement and analysing the networks between reformers. A social network analysis of the central 58 reformers suggests that the movement was initially divided into two ideologically separate subgroups, but that from ca. 1905 onwards the reformers were strongly interconnected despite their different interests. Thus, by focusing on the social structure of the movement's core rather than its educational thought, the article challenges the assumption that the New Education movement was fragmented and characterised by tensions. It also furthers the discussion on the feasibility of social network analysis for studying educational reforms.

This article has as its focus the life and thinking of the practitioner and theorist Norman MacMunn (1877-1925), whose experimental work in a number of schools outlined a new conception of freedom and one that drew initially upon the thinking and practice of Maria Montessori. It explores how MacMunn used these new psychological ideas to develop innovatory practice, which included techniques he christened 'differentialism' and 'the partnership method'. The relationship of these to future educational developments is explored. The article also examines MacMunn's later work, which began to broaden his thinking into a wider theory of human relations, and which stemmed from taking charge of his own school as well as his disillusion with the First World War. It situates MacMunn within the broader development of progressivism and makes the case for him as being an important figure in the emergence of progressive thinking.

Patricia Carini (1932-2021) was a progressive educator and thinker who was among the key figures of open education. This article reflects on her work, illuminating its quality as an art of listening. The idea of listening has been of primary importance within the tradition of progressive education in the United States and internationally. Progressive educators have listened to the spoken and unspoken words and expressions of children, to what is called in Reggio Emilia the "hundred languages" of children, resisting the modern school institution and its principle of efficiency. Following a brief history of Carini and the Prospect School in North Bennington, Vermont, this article describes the connection of Carini's work to the public philosophy of John Dewey and exemplifies the listening quality of her work through stories of two children. Listening, Carini was ever learning from children. As an art of listening and learning, Carini's legacy unites with today's progressive efforts in education, inspiring the generations of educators to come.

Recognizing the importance of information literacy in defining the primary focus of library instruction, this paper suggests the potential utility of a complementary principle of information creativity. Employers and educators now increasingly stress creativity's value and teachability; this paper turns to the work of John Dewey to suggest that the traditional distinction between creativity and literacy education is not only unavoidable but also potentially productive. This paper offers some initial suggestions as to what a framework for information creativity might entail, and proposes that an emphasis on information creativity could both highlight the familiar association between libraries and creativity and inspire a theory and practice of creativity that strengthens traditions of democratic social progress.

In his acceptance speech of the National Academy of Kinesiology's (NAK) 2008 Hetherington Award, Daryl Siedentop (2008) humbly declared: "I have had the privilege for many years to play a small role in the development of research in the field now universally referred to as sport pedagogy" (p. 10). That declaration encapsulates the manner in which he conceived himself: a physical educator who had "realized how important good physical education can be in the lives of children and how difficult it was to consistently provide good physical education." In this paper, the authors propose that Siedentop's professional and academic impact in his areas of specialization demonstrates a profound commitment to the philosophical tenets of progressive and liberal education. Although he was not trained as a philosopher, he provided a philosophical foundation to his lifelong work in sport pedagogy and physical education. Siedentop was, it could be contended, a philosopher in disguise. He was a physical educator who incorporated philosophical ideas into his daily practice, not only to articulate that practice more consistently at a theoretical level, but also to produce a more coherent program that would better serve its recipients. To make their case, the authors first explore the historical development and state of physical education Siedentop encountered when he entered the profession in the 1960s. That background allows the appreciation to the positions he took in relation to the central debates of that period and the manner in which they shaped his professional and academic career. The authors conclude the paper exploring his celebrated Sport Education pedagogical model, which coincides nicely with the key philosophic traditions of progressive and liberal education and through which he proves to have been a practical philosopher in disguise.

In this article we attempt to explain how Spanish schoolteachers built their knowledge around Progressive Education and just how they assimilated these new teaching practices, a process we conceptualise as "appropriating the New". Our source consists of the 287 files presented by state schoolteachers from all of Spain as part of their candidacy in the competitive exams held in 1932 for the position of school headteacher. These files, which contain the professional history of each of these teachers, elaborated by him or herself, allow us to analyse the discourses and practices developed and used in their classrooms. Drawing on these teachers' accounts we have designed a typology with five different levels of appropriation of the ideas and practices of Progressive Education. These five categories are (1) Recognising the New; (2) Understanding the New; (3) Bonding with the New; (4) Applying the New; (5) Internalising the New. These levels, which represent the gradual implication of this sample of schoolteachers with the ideas of Progressive Education, bear witness to how their identification with these concepts led to a transformation of their teaching practices. We will then use this typology to study the appropriation of one of the best-known progressive ideas, i.e. self-government, which under the Second Republic of Spain in the 1930s acquired a particular political relevance.