EDUCATIONAL THEORY最新文献

{"title":"Symposium Introduction: Education for Democratic Sustainability and Transformation","authors":"Paula McAvoy, Rebecca M. Taylor","doi":"10.1111/edth.12670","DOIUrl":"https://doi.org/10.1111/edth.12670","url":null,"abstract":"<p>This symposium was initiated by Michele Moses to coincide with her term as President of the Philosophy of Education Society in 2023 under the conference theme “Democratic Education in Undemocratic Times.” In her 2023 Presidential Address, Moses urged philosophers of education to respond to what she framed as a democratic “crisis” in the United States and around the world.<sup>1</sup> Moses was referring specifically to legislation coming from the political right that aims to halt efforts such as diversity, equity, and inclusion (DEI) programs seeking to create more inclusive schools and the teaching of race or other so-called “divisive issues.” She also expressed concern about the “post-truth” culture that undermines democracy by spreading misinformation in a (quite successful) strategy that leaves the public unable to agree on the facts that matter for solving our most complex social problems. In the address, Moses argued that “As scholars we have a special responsibility to use our expertise to counter antidemocratic forces like these. In particular, as philosophers of education we can do what we do so well: analyze the debates, clarify key concepts, and offer recommendations towards democracy-sustaining — or perhaps more importantly — democracy-transforming education.”<sup>2</sup> This symposium takes up Moses's call.</p><p>Papers in the symposium were selected from those submitted through a call for proposals. Early drafts were developed through a preconference workshop cosponsored by <i>Educational Theory</i> and the Philosophy of Education Society at the society's 2023 annual conference in Chicago, Illinois. The preconference was led by Paula McAvoy, Rebecca M. Taylor, and Terri S. Wilson. In addition to Paula McAvoy, Li-Ching Ho, Demetri Morgan, and Tony Laden served as lead discussants on the paper drafts. Following the preconference, and formal comments from its leaders, authors revised and resubmitted their papers for final review.</p><p>The resulting collection addresses the following questions: In the context of “undemocratic times,” what are the aims and practices of democracy-sustaining education? What responsibilities do educators have to enact these forms of democratic education? What ethical challenges emerge for teachers and what does good judgment require? The authors approach these questions from a diverse array of philosophical foundations, including pragmatism, liberal political philosophy, capabilities theory, queer theory, epistemic injustice, ancient philosophy, and womanism. Together, they consider democratic education across the life span, with attention to early childhood, K–12, higher education, and adult education.</p><p>The first set of papers addresses the aims of democratic education. The opening article by Sarah Stitzlein offers a pragmatist view of citizenship education in the context of rising populism. Stitzlein investigates an underexamined area in citizenship education: the nature of truth.<sup>3</sup> Co","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"74 5","pages":"591-594"},"PeriodicalIF":1.0,"publicationDate":"2024-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.12670","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142707696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching Controversial Issues under Conditions of Political Polarization: A Case for Epistemic Refocusing","authors":"Eric Torres","doi":"10.1111/edth.12666","DOIUrl":"https://doi.org/10.1111/edth.12666","url":null,"abstract":"<p>Educating students for democratic life requires teachers to make difficult judgment calls about whether controversial issues are appropriate for <i>directive teaching</i> (i.e., teaching that attempts to persuade students to adopt a particular view about the thing being taught). To help educators make these decisions, theorists have proposed criteria for systematically differentiating between issues that do and do not qualify for directive teaching. Unfortunately, the epistemic environment of political polarization degrades educators' abilities to reliably assess whether a broad class of politically contested issues meet these criteria for directive teaching. In this paper Eric Torres argues that, while making judgments about whether individual cases warrant directive teaching remains essential and inevitable, educators can best address this problem by engaging in a <i>practice of epistemic refocusing</i> that makes the conditions of educators' own deliberations salient to students, thereby hedging against the effects of bad calls about which issues to teach directively while simultaneously illuminating the constraints of polarization on political cognition, an awareness that is essential to healthy democratic participation in the twenty-first century.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"74 5","pages":"696-714"},"PeriodicalIF":1.0,"publicationDate":"2024-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142707698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Queer Civics, Hermeneutical Injustice, and the Cis-Straight Nation-State: Reading the Illusion of LGBTQ+ Inclusion through the (Queer) Child","authors":"James Joshua Coleman,&nbsp;Jon M. Wargo","doi":"10.1111/edth.12668","DOIUrl":"https://doi.org/10.1111/edth.12668","url":null,"abstract":"<p>In this article, James Joshua Coleman and Jon Wargo interrogate the (queer) child as a concept and specter that haunts civic life in the United States. Whereas scholars across a range of fields and standpoints have questioned the value of LGBTQ+ inclusion in public school curricula, and society more broadly, together Coleman and Wargo wonder at the capacity of civics education to include queer (as opposed to LGBTQ+) citizens within the cis-straight nation-state. To explore this possibility, they read across two bills: (1) H.R. 9197 (Stop the Sexualization of Children Act), and (2) Illinois House Bill 246 (Inclusive Curriculum Law). In so doing, they highlight how the (Queer) Child operates as an organizing binary logic within these bills and examine how hermeneutical injustice impedes the formation of a truly queer civics education. Specifically, Coleman and Wargo demonstrate how hermeneutical injustice limits the nature of inclusion for LGBTQ+ citizens, both for exclusionary, anti-LGBTQ+ policy and for seemingly inclusive legislation. Pointing to scenes that demonstrate hermeneutical justice and queer survivance, they conclude by suggesting the construction of a queer civics education that stands outside the binary logics of the cis-straight nation-state.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"74 5","pages":"639-661"},"PeriodicalIF":1.0,"publicationDate":"2024-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.12668","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142707731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Adults Are Not Alright: Theorizing Adult Democratic Education from the Capability Approach","authors":"Tony DeCesare","doi":"10.1111/edth.12664","DOIUrl":"https://doi.org/10.1111/edth.12664","url":null,"abstract":"<p>Education-related responses to our current democratic crisis have largely been focused on schooling children and youth. This narrow focus has foreclosed or diverted our attention from other possibilities for democratic education, especially as it relates to adult citizens and the ways in which such education can — and must — extend beyond schools and other formal educational institutions. In this paper, Tony DeCesare aims to theorize these possibilities in order to lay some philosophical groundwork for an idea of adult democratic education (ADE) that can help us combat our current democratic crisis and, more generally, strengthen our commitment to and practice of democracy. Drawing on the capability approach, he argues for prioritizing two related capabilities in our theorizing of ADE: (1) <i>democratic capability</i>, and (2) the <i>capability to participate in ADE</i>. These two capabilities are both deeply interconnected and central to a theoretical framework for ADE that is grounded in the capability approach.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"74 5","pages":"735-758"},"PeriodicalIF":1.0,"publicationDate":"2024-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142707732","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Surrendering Noble Lies Where We Buried the Bodies: Formative Civic Education for Embodied Citizenship","authors":"Sheron Fraser-Burgess,&nbsp;Chris Higgins","doi":"10.1111/edth.12665","DOIUrl":"https://doi.org/10.1111/edth.12665","url":null,"abstract":"<p>To enact democracy, which is to live in communication with difference, requires a formative process that involves an education of the whole person for and through civic life. Drawing on Charles Mills's theory of <i>Herrenvolk</i> ethics and Jonathan Lear's analysis of psychosocial lapses that ail us, Sheron Fraser-Burgess and Chris Higgins pursue a critical, historiographical, and psychosocial reading of our failures to live up to this aspiration, offering (1) a critique of our tendency to saddle ourselves with a false choice between a homogenizing unity and a differentiated but fractured republic; (2) a demonstration of why we must eschew a thin universalism of principles and confront difference as embodied; (3) an argument from the ethics of risk against the urge to reify and compartmentalize difference; and (4) an evocation of how deep pluralism itself might serve as a unifying creed. Civic education is not a matter of informing but of forming and cultivating vision and values. In pursuing the credal deep pluralism that is required to do justice to the prospects and perils of our democracy-in-the-making, the task of the formative educator may be more difficult; but by embracing this creed, teachers may inspire their students to do the same.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"74 5","pages":"619-638"},"PeriodicalIF":1.0,"publicationDate":"2024-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.12665","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142707500","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enacting Civic-Minded Early Childhood Pedagogy in the Context of Chauvinistic Education Legislation","authors":"Joy Dangora Erickson,&nbsp;Winston C. Thompson","doi":"10.1111/edth.12667","DOIUrl":"https://doi.org/10.1111/edth.12667","url":null,"abstract":"<p>Amid efforts to limit “divisive concepts” in educational settings, this article investigates the obstruction of a civic-focused early childhood curriculum. Joy Dangora Erickson and Winston Thompson analyze the challenges faced by a resourceful kindergarten teacher striving to uphold curriculum goals despite constraints imposed by the state legislature. Through an empirically informed exploration of political and pedagogical factors, this conceptual analysis elucidates the moral complexities of risks, costs, and outcomes as educators navigate non-ideal political conditions. By doing so, the authors provide valuable insights to scholars and practitioners, suggesting productive avenues for future research on these and related dilemmas of practice.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"74 5","pages":"662-681"},"PeriodicalIF":1.0,"publicationDate":"2024-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.12667","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142707613","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Leveraging Dissent: A Policy Narrative's Power to Sow Distrust","authors":"Jane C. Lo,&nbsp;candace moore","doi":"10.1111/edth.12663","DOIUrl":"https://doi.org/10.1111/edth.12663","url":null,"abstract":"<p>The rise of political polarization and disagreement within the United States and other democracies indicates an erosion of the social contract, a deterioration exacerbated by the balkanization of social media, that can negatively impact our social relationships. Recent anti–Critical Race Theory (CRT) narratives in education provide insights into how policy narratives can be used to sow distrust in an educational context. In this paper Jane Lo and candace moore argue for the ways policy narratives can sow <i>dis</i>trust as opposed to <i>mis</i>trust. Mistrust points to an ongoing process of determining trustworthiness, while distrust connotes a more decisive and deliberate lack of trust in a person or institution. Lo and moore argue that educational research should pay more attention to the building of trust or mistrust in schools in the current context, where the anti-CRT policy narrative, through amplifying and manipulating existing anxieties and fears in order to motivate political action, capitalizes on and seeks to reinforce the natural mistrust of schooling.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"74 5","pages":"682-695"},"PeriodicalIF":1.0,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.12663","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142708444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Recovering Anticolonialism as an Intellectual and Political Project in Education","authors":"Michalinos Zembylas","doi":"10.1111/edth.12660","DOIUrl":"https://doi.org/10.1111/edth.12660","url":null,"abstract":"<p>In this essay, Michalinos Zembylas revisits the tension between decolonization and other social justice projects in education scholarship, focusing in particular on the arguments for and against the notion of decolonization as land return. While different colonized communities are justifiably projecting their own political priorities in struggles against specific colonial forms of domination, Zembylas argues that education as scholarship and practice would be well served to recover the <i>anticolonial</i> as a <i>shared</i> intellectual and political project for understanding the different practices and experiences of resistance to colonialism and imperialism around the world. Anticolonial thought and praxis offer education scholars, activists, and practitioners an intellectual and political framework of connectivity and anticolonial solidarity that neither erases differences between decolonization and other political projects, nor fails to foreground community building between fields, approaches, and geographical regions. Instead of seeing different political projects as competing against one another — e.g., by considering social justice projects that do not prioritize land return as misguided or misplaced — anticolonialism seeks to theorize and act against a broad range of colonial practices and by-products that include racism, militarism, resources exploitation, land dispossession, and so on.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"74 5","pages":"759-779"},"PeriodicalIF":1.0,"publicationDate":"2024-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.12660","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142708254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"US Higher Education's Civic Responsibility to Educate for Informal Political Representation","authors":"Caitlin Murphy Brust,&nbsp;Hannah Widmaier","doi":"10.1111/edth.12661","DOIUrl":"https://doi.org/10.1111/edth.12661","url":null,"abstract":"<p>In this paper, Caitlin Murphy Brust and Hannah Widmaier begin with the assumption that highly selective institutions of higher education in the United States have a duty to promote civic equality. They employ Wendy Salkin's theory of informal political representation to examine how highly selective institutions should go about promoting civic equality. According to Salkin's theory, someone serves as an informal political representative (IPR) when they speak or act on behalf of others, without having been selected to do so via a systematized selection procedure. Brust and Widmaier argue that as part of their civic educational missions, highly selective institutions should <i>educate their students for informal political representation</i>, and this includes equipping students to (1) serve as effective IPRs, (2) be responsible audience members to others' informal political representation, and (3) deliberate carefully and with open-mindedness about when they should or should not take on the role of IPR. Brust and Widmaier examine two types of injustice that students from marginalized communities face at highly selective institutions, and they explore how education for informal political representation might ameliorate those injustices. The authors conclude by offering some practical suggestions to institutional policymakers and educators.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"74 5","pages":"715-734"},"PeriodicalIF":1.0,"publicationDate":"2024-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.12661","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142708256","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Sylvia Wynter's Decolonial Philosophy: How Being Human Needs an Origin Story","authors":"Ingrid Andersson","doi":"10.1111/edth.12662","DOIUrl":"https://doi.org/10.1111/edth.12662","url":null,"abstract":"<p>In this article, Ingrid Andersson discusses the decolonial philosophy of Sylvia Wynter, with a special focus on addressing her concepts of the hybrid human and origin stories. Andersson shows how Wynter's philosophizing about the <i>being</i> of being human is premised on an entanglement of nature and culture that is on par with the posthuman understanding of the ontological inseparability of matter and discourse. She goes on to interrogate some productive tensions between Wynter's decolonial philosophy and posthumanism by pointing out how Wynter's hybrid human formulates an understanding of human nature that is different in itself and not solely in relation to other nonhuman entities. In the final part of the article, she proposes how we, with Wynter, can devise a pedagogical approach that seeks to counteract harmful taxonomizing practices.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"74 5","pages":"780-798"},"PeriodicalIF":1.0,"publicationDate":"2024-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.12662","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142708255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}