International Journal of Progressive Education (IJPE)
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Coming to care about teaching for social justice%253A The Putney Graduate School of Teacher Education (1950-1964)
Get PDFThis article explores one teacher education programlsquo%253Bs experiment in ―turning the souls‖ of its students to help them understand and care deeply about issues of race and social justice, as well as issues of environmental sustainability. The Putney Graduate School of Teacher Education, (1950-1964) a small, ―reconstructionist‖ program, was based upon Deweyan principles of choice, discovery, and student-generated learning and had as its underlying tenet a commitment to ―change the world.‖ These goals created a tension between the value of student independence and the programlsquo%253Bs political values and commitments. Nonetheless, students discovered reasons for education that lay beyond themselves, their experiences, the classroom, and their traditional notions of school. By immersing students in experiences that moved them emotionally, exposing their own, often disturbing, limited and limiting assumptions, students developed a willing accountability for changing their world. They came to care about social justice
Editorial Statement Whats Next%253F%253A The Future of Progressivism as an Infinite Succession of Presents
No full textThe Educators and the Curriculum%253A Stories of Progressive Education in the 21st Century
No full textThis study, inspired by phenomenological and narrative methods, explored the question,
―What does it mean to be a progressive educator in the 21st century%253F‖ Rather than a prescriptive piece about what progressive educators should or should not do, this study uses the experiences of three self-identified progressive educators to build a new understanding of this term. The participants, two heads of private school and one public school district superintendent, shared stories of their backgrounds, their current schools, and a time when they felt particularly successful in their work as progressive educators. Their stories reveal a commitment to risk taking, to achieving a balance between individual student and social needs, and to finding meaning in their connection with students and colleagues
Promoting Active Citizens%253F The Critical Vision of NGOs over Citizenship Education as an Educational Priority across Europe
No full textIn the last decades, Citizenship Education (CE) has been at the forefront of both educational policies and international research regarding curriculum design and impact on pupilslsquo%253B knowledge, values and skills. However, not only what citizenship ―is‖ is diversely conceived by different democratic traditions (Eisenstadt, 2000%253B Heater, 1999) but, obviously, CE also involves organisations beyond the walls of schools. This paper confronts educational policies with the views of non-governmental organisations (NGOs) in 20 European countries. Results suggest that the vision of CE as a priority in educational policy documents is questioned by NGOs that consider schools are too focused on formal democracy and overemphasize respect for rules, values and responsibilities, rather than promoting critical, informed and active citizens. Especially in countries with an authoritarian past, NGOs consider that models of conformism and submission are still dominant, and emphasize the role of CE in promoting a strong civil society
Recruiting, Retaining, and Fairly Compensating Our Teachers
Get PDFThis article examines three interlinked problems facing public schools today%253A how to recruit, retain, and pay our teachers. The article begins with an overview of the current situation in the United States, paying particular attention to schools in areas where minorities are the majority. It goes on to examine some of the causes of teacher attrition, with a special section on charter schools, which have a unique set of problems. Finally, it looks at the effects of in-school policies such as teacher pre- service and in-service programs, and then discusses several successful programs around the country, including the TAP model and the Missouri Career Ladder
Understanding Interactive CD-ROM Storybooks and their Functions in Reading Comprehension%253A A Critical Review
No full textWith dramatic changes and recent advances in multimedia, digital technologies through computers propose new ways for introducing kids to the literacy. Literacy educators have stated that traditional printed books are not sufficient and electronic books have the potential to change reading skills. As a valuable tool in educational settings new and varied forms of technology, specifically, interactive CD-ROM storybooks have been used in classroom literacy learning by students and teachers. Although, several studies indicate that interactive CD-ROM storybooks help children develop visual recognition and increase reading comprehension, the results of the experimental studies previously carried out in this area have been conflicting and often hard to interpret. Therefore, the main purposes of this review are to identify the potential benefits, functions and disadvantages of interactive storybooks and assess mixed results of previous studies related to interactive CD-ROM storybooks
Becoming citizens through school experience%253A A case study of democracy in practice
No full textThis paper offers a critique of current definitions of active citizenship and argues that children and young people need to be seen as citizens within their school communities and not just citizens of the future. Pedagogy and school decision-making should reflect the aims of active citizenship and thus engage children and young people as active participants within their school communities. This requires a radical change to the way in which many schools are currently structured and organised. A case study of a small democratic school is used as an illustration of an exemplary model of education for active citizenship. This school does not offer citizenship as a curriculum subject nor explicitly aim for active citizenship ndash%253B and yet active citizenship is integral to its ethos, values, structures, processes and pedagogy. Throughout the paper, it is suggested that democratic schooling is not just one way ndash%253B but the best way ndash%253B of providing education for active citizenship
Establishing a general framework civic competency for European youth
Get PDFThis paper proposes a project that aims to construct a general framework of civic competency that will help understand civic competence as a blended measure of civic knowledge, skills, attitudes, values, beliefs, behavioural intentions and behaviours. By distinguishing between civic potential, civic behaviour and civic outcomes, with empirical datasets from the International Civic and Citizenship Education Study (ICCS) on 14 year-old European students, the framework will describe how these constructs are related and measured, and show their impact on future civic competence and active citizenship. In this project, by considering the effect of different social, political and cultural contexts, the framework will accommodate measures of civic dimensions that are common to all societies as well as those specific to particular societies and regions. This will challenge the quest for a universal model for civic competence. Given that cultivating civically competent citizens ready for active citizenship is an important educational outcome for many educational systems, this paper has the potential to expand understanding of citizenship, citizenship education and the relation of the two
Islamophobia, conflict and citizenship
Get PDFThis article discusses some preliminary findings of the English part of a European Commission Fundamental Rights and Citizenship funded project %252339%253BChildren%252339%253Bs Voices%252339%253B (2011- 2013) concerned with exploring and understanding children and young people%252339%253Bs experiences of interethnic conflict and violence in primary and secondary schools. This is a comparative study of England, Slovenia, Cyprus, Austria and Italy and the English focus is on Islamophobia. The research comprises a review of literature, legislation and good practice in race equality in England%253B a quantitative study of 8 primary schools (year 5%252F6) and 8 Secondary schools%252Fsixth form centres (year 12%252F13) in 4 regions of England%253B a qualitative study of pupils and adults in 4 schools in one region and interview material from semi structured interviews with a range of %252339%253Bexperts%252339%253B in the area. The article outlines some of the research findings from the first quantitative stage of the research. It argues that in schools with a strong citizenship ethos, where different religions are respected and where there are strong institutional processes and procedures against discriminatory practices, Islamophobia and conflict are not likely to be an issue, however, the same cannot be said for the wider society
Expecting the Exceptional%253A Pre-Service Professional Development in Global Citizenship Education
No full textThis case study analyses a professional development (PD) program in global citizenship education (GCE) that seeks to develop teacher education candidates knowledge and capacities as global citizens during a one-year Bachelor of Education program. In particular, we explore how pre-service teachers perceived and experienced PD in GCE as a component of their professional learning and how this knowledge related to their understanding of curricula and pedagogical practices. First, we explore a model of effective PD and use this model to describe and analyze the GCE PD program, followed by a brief discussion of its context within the Faculty PD program%253B next, we outline the pre-service teachers conceptions of PD in GCE%253B and finally, we suggest ways that PD for pre-service teachers can be enhanced to meet the specific curricular and pedagogical demands of GCE. Our findings suggest that best practices for PD in GCE include consistent use of pedagogies such as experiential learning and explicit modeling%253B targeted instruction in specific intellectual, affective, and action domains of GCE%253B providing pre-service teachers with opportunities to practice and reflect on the implementation of GCE in classroom settings%253B and developing collaborative networks of support