International Journal of Progressive Education (IJPE)
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The Democratic School and the Pedagogy of Janusz Korczak%253A A Model of Early Twentieth Century Reform in Modern Israel
Get PDFThis article explores the history and pedagogy of Janusz Korczak within the context of his contemporary early Twentieth-Century European Innovative Educators which include Maria Montessori, Homer Lane, A.S. Neill, and Anton Semyonovitch Makarenko. The pedagogies of the aforementioned are compared and contrasted within the literature
Mining the present%253A Reconstructing progressive education in an era of global change
No full textThis paper explores what might be seen as a paradox at the heart of the current push to
―globalize‖ education%253A at a moment when administrators, especially in higher education, are seeking to globalize their programs (often for reasons having to do with increasing international competition and decreasing funding for education), global education offers a window through which progressive ideals might be re-asserted in increasingly standardized teaching and learning environments. To demonstrate, we offer our own attempts to globalize our teaching practice, through both personal and historical narratives. Ultimately, the paper seeks to complicate global educationmdash%253Bboth historical and contemporary versionsmdash%253Bas we draw upon the work of John Dewey in an attempt to reconstruct our own particular version of a location-specific, globally minded, progressive education practice
Banzhuren and Classrooming%253A Democracy in the Chinese Classroom
No full textThe issue of education and democracy has become more and more important in China. This paper firstly explains the theory of democracy in Chinese classrooms, and then focuses on the Chinese banzhuren who is responsible for classrooming, an important educational area equal to instruction. We illustrate how Chinese students achieve development through classrooming, and show the activities, relationships and self-awareness from the perspective of developing the individual and community democratically. Finally, this paper discusses a new direction of democracy in Chinese classrooms in the global context, with the view of making education and society better
Cross-Cultural Adjustment of Chinese Students in Japan%253A School Adjustment and Educational Support
Get PDFThis study investigates Chinese immigrant studentslsquo%253B cross-cultural and school adjustment issues in Japanese schools. Using a quantitative method, a survey which collected studentslsquo%253B demographic information, cross-cultural adjustment, and school adjustment questions was administered to 143 Chinese junior high and high school students in Tokyo and Kanagawa Prefecture. The study found the following. First, three factors were identified to be significant in the studentslsquo%253B cross-cultural adjustment%253A Language and Acculturation, Academic Achievement, and Adjustment Stress. At the same time, in the area of their school adjustment, Self-efficacy, Academic Disengagement, and Alienation were found to be significant factors. Second, parental support appeared to have a strong influence on their childrenlsquo%253Bs cross-cultural adjustment and school adjustment. Third, the age of arrival and the length of residence had significant correlations with Language and Acculturation but had no significant correlations with Academic Achievement and Adjustment Stress. Finally, a causal model analysis showed that the patterns of the factorslsquo%253B mutual influences are generally in accordance with the authorslsquo%253B expectations and the most significant factor was Self-efficacy. The implications of these findings are discussed in relation to supporting Chinese students
Progressive Teachers of Young Children%253A Creating Contemporary Agents of Change
No full textThis article describes how an Early Childhood Teacher Education program in Hawaii builds upon a history of progressivism in the field of early education in the U.S. to encourage students to become critical thinkers and agents of change. Reflecting through the historical lenses of educators such as Jane Addams, Patty Smith Hill and Lucy Sprague Mitchell, two progressive teacher educators call on their students to become ―transformative intellectuals‖ (Giroux, 1988) and move from being agents of surveillance to agents of change (Foucault, 1972, 1995). Student data from blogs and action research projects illustrate how students challenged habituated practices in the field of early child education (ECE), which has been rapidly moving toward a narrow focus on academic readiness and the standardization of children and programs as a consequence of No Child Left Behind legislation and the Race to the Top competition for federal funds
Escuela Nueva in Spain%253A Origins and Implications in Teacher Professional Development for the 21st Century
No full textDuring the Spanish Second Republican government (April 1931-July 1939), there was an institutional initiative in the country called ―Misiones Pedagógicas‖, deeply based in the early Deweyan conception of Progressive Education. The aim of this project was bringing access to culture, entertainment and some sort of progress to rural areas by using media artefacts available at the time, though also representing a far-reaching attempt at social and cultural regeneration of the country
Structures of Participation in the University of Local Knowledge
No full text―Structures of Participation‖ concerns a recent media arts project, the University of Local Knowledge (ULK). ULK is simultaneously a critique of established academic institutions and disciplines and a system for self-organized learning among the residents of Knowle West, an area of south Bristol (UK). Beginning in 2009, the Knowle West Media Centre (KWMC) in Bristol facilitated this digital and face-to-face collaboration, aiming to uncover and celebrate local skills, talents and wisdom. While phase one of ULK focuses on making tacit knowledge explicit in videos, phase two is particularly concerned with how the content areas of the videos are organized or restructured by those who shared their experiences and ideas. This article examines ways in which ULK creates structures to invite Knowle West residents to participate in knowledge-sharing and self-organized learning
Progressive Educational Actions in a Post-Soviet Republic%253A Meaningful Collaborations and Empowerment
No full textAs the last Soviet republic to become an independent nation, Kazakhstan has worked diligently to transform and develop its educational system including systemic changes related to decentralization, financing changes, and the shift to a credit system. A professional health sciences education workshop delivered in Kazakhstan exemplifies progressive educational approaches. Attendees were educators from universities across Kazakhstan. The workshop was the product of collaboration between educators in the United States and Kazakhstan. Team-based learning was both a pedagogic method and topic of the workshop. Technology played a central role in the workshop, as it was integral to workshop development, collaboration, and evaluation. Furthermore, technology became a key content area of the workshop, as the educators presented advances in technology and specific tools to aid in the education of future medical professionals in Kazakhstan. In the months following the workshop, attendees embraced the challenge to take what they have learned back to their own universities by telling their stories. Using the collaborative learning approach and technological tools from the workshop, the attendeeslsquo%253B spirit of sharing reflects the dynamic development of education in Kazakhstan in the post-Soviet era
Progressive education in New Zealand%253A a revered past, a contested present and an uncertain future
No full textIn this article, progressive education in New Zealand is examined across three eras. The
‗revered pastlsquo%253B (1870s-1960s) focuses the influence of progressive ideas on the early childhood movement from the establishment of the first kindergarten in 1889 and on the schooling sector from the 1930s to the 1960s. The ‗contested presentlsquo%253B (1970s-2011) examines the attack on progressive education in schools in line with economic downturn from the 1970s onwards and contrasts this with the strengthening of the early childhood movement in the 1990s. The
‗uncertain futurelsquo%253B (2012- ) looks at how current government policy is continuing to marginalise progressive ideals in favour of market-led educational decision-making but how educators are reclaiming the progressive space with the support of the wider community
Anti-progressivism in Education%253A Past and Present
No full textThis essay takes a look at what I call anti-progressivism in education or, more particularly, criticism of progressive education that was so vocal and visceral that it earns a label, at least initially, of anti-progressivism. After a brief introduction discussing the terms in general, I look at three instances of anti-progressivism in the 1950s and 1960s, in works by Arthur Bestor , Jr. published in 1953., and by Richard Hofstadter and James Bryant Conant, both published in 1963. My analysis of each reveals them to be works produced as part of a larger battle over the control of teacher education at American universities. Also, I argue that these works were by authors operating at least somewhat within a progressive tradition, rather than by outsiders to the tradition. The contours of this inter-academic progressive criticism of progressivism are then elaborated on and I close with a look at how this all relates to the contemporary situation in American teacher education