The Progressive Educator, Race and Ethnicity in the Depression Years: An Overview

Goodenow, Ronald K.

doi:10.2307/368025

Cited by 16 publications

(8 citation statements)

References 15 publications

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“…One could not exist without the other. At the time, the effects of the Great Depression and political unrest overseas necessitated a broader underSummer 2000 standing of how character was inextricably linked to citizenship (Goodenow, 1975;Moreo, 1996;Tyack, et al, 1984).…”

Section: Successful Livingmentioning

confidence: 97%

Citizenship Education in the Seattle Schools on the Eve of the Japanese American Incarceration

Pak

2000

Theory & Research in Social Education

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Section: Successful Livingmentioning

confidence: 97%

Citizenship Education in the Seattle Schools on the Eve of the Japanese American Incarceration

Pak

2000

Theory & Research in Social Education

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“…In den Vereinigten Staaten kam dezidierte pädagogische Kritik an Dewey nach der Bürgerrechtsbewegung auf, in der sein geistiges Erbe  und er selbst posthum  schlicht "out" waren. So konstatierte Goodenow (1975)…”

Section: Erziehung Zur Toleranz -Ethische Aspekteunclassified

Religion, Toleranz, Rassismus im Wirkungsspektrum der Philosophie John Deweys – mit einem Seitenblick auf 100 Jahre „Demokratie und Erziehung“

Retter

2016

IDE

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Religion, tolerance and democracy in the philosophy of John Dewey are at the centre of this contribution, with specific attention tho their contexts. In view of the escalating violence against Afro-Americans in the USA, which produces counterviolence, the question arises: What was the significance of tolence in Dewey’s conception of democracy? How successful was Dewey in using his pragmatic instrumentalism as a tool against open racism in American society? To answer these questions it is necessary to look at the origin and reception of pragmatism and the history of tolerance. A hundered years after the publication of „Democracy and Education, the the attempt of an answer leads to the realistic conclusion that Dewey’s educational philosophy promised more than it achieved. Two theses are discusssed: „Democracy and Education“ can only be fully understood against the background of a unity of democracy and religion in Dewewy’s early work. Secondly: Dewey’s social philosophy is a secular theology. While it could hardly reach the „color problem“ of American society, it was able to strengthen the belief in democracy.

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“…Prior to his 1932 Progressive Education Association address, George S. Counts, a professor at Teachers College, was best know for his sociological work studying secondary schools (Counts, 1922) and the composition of US school boards (Counts, 1927). His groundbreaking findings indicated that public schools functioned far removed from democratic ideals, selecting and sorting students for specified curricula along lines of race and class (Goodenow, 1975). Furthermore, schools tended to be dominated by elite controlled school boards who insured that they reproduced the inequitable status quo (Cremin, 1961; Tyack and Hansot, 1982).…”

Section: Dare the Schools Build A New Social Order? – George Counts And Social Reconstructionismmentioning

confidence: 99%

Dare public school administrators build a new social order?

Lugg

Shoho

2006

Journal of Educational Administration

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PurposeThis paper aims to discuss how public school administrators with a social justice perspective have an obligation to permeate society beyond their schools and how they might address the perilous politics associated with advocating social change. Using George Counts' landmark 1932 speech, Dare the School Build a New Social Order? as the conceptual lenses, it examines the relevancy of Counts' words for contemporary school leaders and professors of educational administration.Design/methodology/approachWhile this article is historical in tone, the paper proposes pursuing a critical hermeneutic rather than a strictly historical approach.FindingsThe paper finds that there are similarities between the present‐day call for social justice and the earlier Social Reconstructionist movement that Counts' manifesto sparked. Both movements have invited educators, and particularly the professoriate, to think more expansively when it comes to US public education, society at large, and the influence of educators in shaping a more democratic and just country. But Counts goes much further than most adherents of the current‐day social justice movement. He stressed that educators must see themselves as political actors, who can shape their political environments through their teaching, as well as by participating in other venues.Practical implicationsFor contemporary educational leaders, they may be working in far less hospitable settings than their twentieth‐century predecessors. Administrators are under fierce accountability and fiscal pressures, while coping with a larger political environment that is polarized and fearful. And the internal environment of school administration favors a “managerial” approach. Consequently, embracing a social justice ethic invites a degree of risk‐taking.Originality/valueThis paper examines the relevancy of Counts' words for contemporary school leaders and professors of educational administration and highlights implications for school leaders.

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The Progressive Educator, Race and Ethnicity in the Depression Years: An Overview

Cited by 16 publications

References 15 publications

Citizenship Education in the Seattle Schools on the Eve of the Japanese American Incarceration

Citizenship Education in the Seattle Schools on the Eve of the Japanese American Incarceration

Religion, Toleranz, Rassismus im Wirkungsspektrum der Philosophie John Deweys – mit einem Seitenblick auf 100 Jahre „Demokratie und Erziehung“

Dare public school administrators build a new social order?

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