Publication Date
In 2025 | 0 |
Since 2024 | 1 |
Since 2021 (last 5 years) | 20 |
Since 2016 (last 10 years) | 80 |
Since 2006 (last 20 years) | 137 |
Descriptor
Source
Author
Subedi, Binaya | 2 |
Zembylas, Michalinos | 2 |
Aaron Schutz | 1 |
Abe, Jennifer | 1 |
Abu-Shomar, Ayman | 1 |
Adhikari, Manahari | 1 |
Agbaria, Ayman K. | 1 |
Agostinone-Wilson, Faith | 1 |
Allin, Linda | 1 |
Amsler, Sarah | 1 |
Anderson, Nathan C. | 1 |
More ▼ |
Publication Type
Reports - Evaluative | 144 |
Journal Articles | 142 |
Opinion Papers | 6 |
Information Analyses | 3 |
Books | 1 |
Reports - Descriptive | 1 |
Education Level
Audience
Practitioners | 1 |
Students | 1 |
Location
Australia | 7 |
Canada | 4 |
China | 4 |
United Kingdom | 4 |
United Kingdom (England) | 3 |
Brazil | 2 |
India | 2 |
South Africa | 2 |
Africa | 1 |
Algeria | 1 |
Asia | 1 |
More ▼ |
Laws, Policies, & Programs
No Child Left Behind Act 2001 | 1 |
Proposition 227 (California… | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Murphy, P. Karen; Ogata, Tyler M.; Schoute, Eric C. – Educational Psychology Review, 2023
Our purpose in this article is to forward a narrative of valued thinking in education--a narrative that has long been strongly influenced by Western philosophy and scientific psychology. Specifically, we begin by examining the philosophical forebearers of valued thinking, including theories such as rationalism, empiricism, and pragmatism. We…
Descriptors: Thinking Skills, Critical Thinking, Criticism, Education
Parker, Lana – Studies in Philosophy and Education, 2022
From a Levinasian perspective, the interaction between two people is an ethical encounter, a face-to-face interaction that calls the subject into question and renders them vulnerable to the ritual of rupture. But what if your embodiment renders you, in the moment of encounter, less than human? How can we bring the imperative of pre-ontological…
Descriptors: Criticism, Educational Philosophy, Interpersonal Relationship, Race
Ball, Stephen; Collet-Sabé, Jordi – Discourse: Studies in the Cultural Politics of Education, 2022
The paper argues that the modern school is an 'intolerable' institution. Contrary to the sensibilities of educational research that look for more and/or better schooling as a way of making education more equal and more inclusive, our position is against the modern European school as an institution of normalisation within which equality and…
Descriptors: Educational Practices, Educational Trends, Criticism, Epistemology
Hogstad, Kjetil Horn – Educational Philosophy and Theory, 2021
Bildung has lost its critical potential, some thinkers worry, but I put forward that this might not necessarily be the case. Jan Masschelein and Norbert Ricken argue that modernity has seen Bildung and bio-power grow complicit, effectively negating Bildung's critical edge by turning criticism into a necessary aspect of contemporary society.…
Descriptors: Educational Philosophy, Criticism, Power Structure, Social Change
Giroux, Henry A. – Harvard Educational Review, 2023
In the past ten years radical educators have developed several theories around the notions of reproduction and resistance. In this article, Henry Giroux critically analyzes the major positions of these theories, finding them inadequate as a foundation for a critical science of schooling. He concludes by outlining the directions for a new theory of…
Descriptors: Educational Theories, Power Structure, Personal Autonomy, Social Justice
Ichikawa, Hideyuki – Educational Philosophy and Theory, 2022
This paper examines Henry Giroux's critical pedagogy, and explores the interconnections among education, democracy, and hope. Whereas critical pedagogy rejects foundationalism, it still requires a normative foundation to criticise oppressive situations and pose a vision of the future. Giroux rejects foundationalism and regards oppressive force…
Descriptors: Critical Theory, Teaching Methods, Educational Theories, Neoliberalism
Wiechmann, Juria C.; McCullough, Blake; Clemente, Ian M.; DeCoteau, Alex; Henry, Daniel; Mennem, Annette; Conn, Daniel R.; Anderson, Nathan C. – Curriculum and Teaching Dialogue, 2022
This essay offers an organizational critique based on ongoing observations and reflections from a two-year process of establishing collective gardens that honor Traditional Ecological Knowledge. Key findings include illuminating interconnected relationships among plants, animals, and people living near one another, new meanings of power, and why…
Descriptors: Criticism, Plants (Botany), Gardening, Ecology
Dillabough, Jo-Anne – Globalisation, Societies and Education, 2022
Higher Education (HE) constitutes a space that calls urgently for new understandings in the contemporary political moment. One way of establishing such an understanding of HE is to consider more fully the work of political theorists in relation to questions of power in the modern nation-state, particularly as these impinge upon the key problem of…
Descriptors: Higher Education, Political Attitudes, Power Structure, Conflict
Fretwell, Nathan – Educational Philosophy and Theory, 2020
This article interrogates a key feature of anarchist education; focusing on a problem with implications not only for anarchist conceptions of education, but for anarchist philosophy and practice more broadly. The problem is this: if anarchism consists in the principled opposition to all forms of coercive authority, then how is this to be…
Descriptors: Educational Philosophy, Educational Practices, Social Systems, Freedom
Williams, Kevin – Journal of Philosophy of Education, 2021
The argument of this paper is that many texts of the Western literary canon rather than being vehicles of establishment values are critical of these values. Teaching these texts allows educators to challenge the interests of those who hold power in society as well as conventional sexual morality and gender stereotypes. Many important works of…
Descriptors: Western Civilization, Literature, Ethnocentrism, Literary Criticism
Mühlbacher, Sarah; Sutterlüty, Ferdinand – Global Studies of Childhood, 2019
The normative aim of childhood studies is to show that children are and should be recognized as active shapers of their lifeworlds. In this article, we discuss which concept can best be used to accomplish this. Our thesis is that the agency concept ubiquitous in childhood studies only inadequately advances the field's normative agenda. Mostly…
Descriptors: Children, Early Childhood Education, Empowerment, Personal Autonomy
Jennifer Y. Abbott; Jordin Clark; James Proszek – Basic Communication Course Annual, 2024
With increasing threats to democracy, we call for communication educators to renew and re-examine their commitment to advancing civic engagement in the basic course. Given recent scholarly criticism that civic engagement pedagogies falsely present democratic practice as neutral or apolitical and reinforce the status quo, we set an agenda for basic…
Descriptors: Communications, Teaching Methods, Citizen Participation, Assignments
Aaron Schutz – FORUM: for promoting 3-19 comprehensive education, 2019
John Dewey's vision of education and of the school as a model for society was grounded in a commitment to collaboration. This view continues to inform the basic assumptions of progressive educators, especially in the USA. Collaboration in classrooms is offered as the basis and matrix for collaboration beyond them, in the civic realm. But the civic…
Descriptors: Progressive Education, Citizenship Education, Cooperative Learning, Social Action
Gallagher, Michael – Global Studies of Childhood, 2019
This article attempts to rethink agency for childhood studies, drawing on Foucault's theorisations of power, Deleuze and Guattari's concept of assemblage, Bennett's vital materialism and Grosz's account of Bergson's conception of freedom. I argue that (1) agency is ambivalent, that is, it has no intrinsic ethical value; (2) agency is not a…
Descriptors: Personal Autonomy, Educational Philosophy, Freedom, Children
Choo, Suzanne S. – British Journal of Educational Studies, 2021
Recent debates among scholars in Literature education have led to polarizing views about the aims of the subject. The debate reignites ancient quarrels about the aesthetic and political values of literary study and relatedly, the different pedagogical approaches to teaching. In the first part of this paper, I explore the aesthetic-political divide…
Descriptors: Ethics, Literature, Teaching Methods, Political Attitudes