Democracies Always In The Making: Historical And Current Philosophical Issues For Education by Barbara J. Thayer-baconDemocracies Always In The Making: Historical And Current Philosophical Issues For Education by Barbara J. Thayer-bacon

Democracies Always In The Making: Historical And Current Philosophical Issues For Education

byBarbara J. Thayer-bacon

Paperback | April 9, 2013

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Democracies Always in the Making develops Barbara Thayer-Bacon's relational and pluralistic democratic theory, as well as translates that socio-political philosophical theory into educational theory and recommendations for school reform in American public schools. John Dewey warned us long ago that a nation cannot hope to be a democracy someday without paying attention to how it educates its young future citizens. Democracy is a goal, an ideal which we must continually strive for that can guide us in our decision-making, as we continue to live in a world that is unpredictable, flawed, and limited in terms of its resources.There are key political philosophers of education who we can turn to for help. They offer us important ideas that will help us re-check our assumptions and critique our daily practice. Existing school models also offer us important examples of how to structure schools as well as various methodologies and curriculum that we can elect to use to help us move closer to the ideal of a democracy.
Barbara J. Thayer-Bacon is a professor of philosophy of education in the Cultural Studies of Education masters program and the Learning Environments and Educational Studies doctoral program at the University of Tennessee. Her primary research areas as a philosopher of education are pragmatism, feminist theory and pedagogy, and cultural...
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Title:Democracies Always In The Making: Historical And Current Philosophical Issues For EducationFormat:PaperbackDimensions:182 pages, 8.92 × 6 × 0.56 inPublished:April 9, 2013Publisher:R&L EducationLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:1610489292

ISBN - 13:9781610489294

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Table of Contents

DedicationAcknowledgments Preface ApproachThe Intended Market Outstanding Features of the Book IntroductionDemocratic Theory: Out From Under the Yokes of Locke and Rousseau Classical Liberal AssumptionsAssumptions for Democracies Always in the MakingConclusionNotes Chapter OneLearning to Trust Students: Rancière and Montessori on DemocracyJacques Rancière and The Ignorant Schoolmaster Maria Montessori and La Casa dei Bambini Democracies Depend on Relationships of Equality Rancière and Democracies-Always-in-the-Making Notes Chapter TwoConnecting the Home and School to Society: La Casa dei Bambini and the Chicago Lab School Maria Montessori's Private Story Maria Montessori's Casa dei Bambini John Dewey and the Chicago Lab School William Heard Kilpatrick Montessori and Democracies-Always-in-the-Making Conclusion NotesChapter ThreeTrying to Get Social Justice and Love Together: Highlander Folk School and Central Park EastHighlander Folk School Getting Theory and Practice TogetherLiving What You Believe Notes Chapter FourThe Teacher as a Revolutionary Leader: Freire, McLaren, hooks and the staff at La Escuela Movimento de Cultura Popular Peter McLaren and the Jane-Finch CorridorBell Hooks, Booker T. Washington and Crispus AttucksCentro Educativo Ixtliyollotl (La Escuela) Conclusion NotesChapter FiveCelebrating the Passions of PluralismThrough the Arts: Maxine Greene, the Center for the Arts, Social Imagination, and Education, and Young Warriors High SchoolMaxine Greene and the Center for the Arts, Social Imagination, and EducationYoung Warriors High SchoolThe Indians' Hole in Their Hearts and the Importance of Shared Identities Through the ArtsConclusion NotesChapter SixImplications for Schools in Democracies-Always-in-the-Making: Conclusion Theoretical Lessons Learned Practical Lessons Learned ConclusionReferences Index About the Author

Editorial Reviews

In this provocative new book, Thayer-Bacon (Univ. of Tennessee) aims to dislodge democratic theory from its reliance on the extreme individualism of John Locke and Jean-Jacques Rousseau and in its place construct a transactional view of democracy that emphasizes epistemological and cultural pluralism and a relational view of selfhood. Drawing from a variety of feminist and postmodern perspectives, she makes a convincing case for a view of democracy that is always incomplete and unfinished, yet nevertheless provides the best orientation for educational (and other social) institutions. Thayer-Bacon accomplishes this by linking critical investigation of key theorists (Jacques Rancière, John Dewey, Paulo Freire, bell hooks, and others) to descriptive analysis of actual school projects, some of which are based on firsthand experience. Her treatment of Myles Horton and Maxine Greene are especially noteworthy. In her effort to canonize some theorists while demonizing others, however, she makes the occasional heavy-handed caricature. The historical record makes it very difficult to see Maria Montessori, for instance, as someone animated by a purely egalitarian spirit. Moreover, Thayer-Bacon's sharp, nearly ad hominem critique of Peter McLaren's work will likely raise eyebrows. Still, it is this contentiousness that will generate good discussion in graduate seminars. Summing Up: Highly recommended. Undergraduates, all levels, and above.