Playing with Fire, or the Stuffing of Dead Animals: Freire, Dewey, and the Dilemma of Social Studies Reform.
Saved in:
| Title: | Playing with Fire, or the Stuffing of Dead Animals: Freire, Dewey, and the Dilemma of Social Studies Reform. |
|---|---|
| Authors: | Fleury, Stephen (AUTHOR) |
| Source: | Educational Studies. Jan/Feb2011, Vol. 47 Issue 1, p71-91. 21p. |
| Subjects: | Neumann, Richard, Social sciences education, Critical thinking, Democracy & education, Educational change, Critical pedagogy, Freire, Paulo, 1921-1997, Lippmann, Walter, 1889-1974, Dewey, John, 1859-1952 |
| Abstract: | In his proposal for a social studies both more critical and more participatory, Neumann's (2008) politically adaptive strategy of invoking standards for critical thinking poses troubling concerns for democratic-minded educators familiar with the trajectory of reforms. Neumann's outright dismissal of critical pedagogy ironically underscores how the political nature of educational knowledge itself mitigates the possibility of a more critical orientation. A reexamination of the Dewey-Lippmann debates points to the pivotal roles of dissent, dialogue and critical agency in democracy, and to the conclusion that, despite recent criticisms, critical pedagogy represented by Freire best meets Neumann's goal of a more 'holistic approach to democratic health' (332). [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | In his proposal for a social studies both more critical and more participatory, Neumann's (2008) politically adaptive strategy of invoking standards for critical thinking poses troubling concerns for democratic-minded educators familiar with the trajectory of reforms. Neumann's outright dismissal of critical pedagogy ironically underscores how the political nature of educational knowledge itself mitigates the possibility of a more critical orientation. A reexamination of the Dewey-Lippmann debates points to the pivotal roles of dissent, dialogue and critical agency in democracy, and to the conclusion that, despite recent criticisms, critical pedagogy represented by Freire best meets Neumann's goal of a more 'holistic approach to democratic health' (332). [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 00131946 |
| DOI: | 10.1080/00131946.2011.540993 |
