Background/Context: Recent accounts of learning from experience in education tend to impoverish development and temporal processes as constructive categories for thinking about freedom and action. Drawing on Jacques Rancière's critique of development, Gert Biesta's 2010 article, "How to Exist Politically and Learn from It: Hannah Arendt and…

Background and Context: I approach the debate on Mexican postrevolutionary rural schooling by describing both the intellectual environment encountered by Mexican educators who studied at the college, and the configuration of their involvement in federal education in the 1920s. I discuss findings in relation to current historiographical trends that…

Background/Context: This article advances scholarship from curriculum theorists, educational philosophers, and educational researchers unpacking the dehumanizing aspects of education. Focus of Study: The article maps the role of the tree as a measuring and organizing apparatus of curriculum and unpacks possibilities for utilizing rhizomes as a way…

Context: College campuses in the United States are currently engaged in public and ongoing negotiation of the value and limits of free speech in educational contexts. Responses to invited campus speakers from students, faculty, and campus leaders point to diverging perspectives on the roles and responsibilities of higher education institutions and…

Background/Context: This paper is part of the special issue "Reimagining Research and Practice at the Crossroads of Philosophy, Teaching, and Teacher Education." In it we respond to the question of what role there might be for philosophy of education in an era marked by the demand that students graduating from teacher education programs…

Background/Context: This paper is part of the special issue "Reimagining Research and Practice at the Crossroads of Philosophy, Teaching, and Teacher Education." We propose that there is a vital connection in teaching between curriculum and memories that should be fostered in our classrooms. Because memories are alive and bring meaning…

Background: This paper is part of the special issue "Reimagining Research and Practice at the Crossroads of Philosophy, Teaching, and Teacher Education." Early childhood initiatives have joined a nexus of educational reforms characterized by increased accountability and a focus on measurement as a marker of student and teacher learning,…

Background/Context: This study contributes to ongoing work in professional learning communities, self-study, and reflection. It offers a structure and a process rooted in a philosophy of practice grounded in various thinkers like Dewey, Rogers, Curran, Freire, Gattegno, Greene, and Carini. Purpose/Objective: The purpose of this study is to explore…

Background/Context: Public prekindergarten (pre-K) is increasingly common in U.S. public schools. The policy decision to house pre-K classrooms in public schools places pre-K teachers in a "borderland of practice," where the separate worlds of the early childhood and K--12 systems collide. Borderland work has implications for pre-K…

Background/Context: Grit has quickly become one of the leading educational goals and markers of success upheld by many schools, parents, and education policies. This article intends to give us pause in the rush toward grit by revealing some of its shortcomings, including the implications of its individualist and long-term goal focus which leave…

Background/Context: This article introduces the special issue on reimagining research and practice at the crossroads of philosophy, teaching, and teacher education. The authors provide an overview of previous research at this "crossroads" and describe how the special issue collaborators have sought to chart fresh ground in light of…

Background/Context: This article discusses the influence and legacy of three Chilean educators in the country's schooling system during the first half of the 20th century. Focus of Study: Based on the changes that Darío Salas, Irma Salas, and Amanda Labarca promoted in the Latin American country, it explores how the ideas of their teacher John…

Background/Context: In one of the classics of educational philosophy, a key issue is remains unsettled. In Plato's "Republic," Socrates makes a case for the importance of a comprehensive education. Socrates is unclear, however, about whether the producer class is eligible for this comprehensive education. Purpose/Objective: Previous…

Background: Getting educational reforms "to scale" continues to be a primary preoccupation of scholars, but such studies tend to remain focused on the organizational or other characteristics of the school(s) receiving a given innovation. Purpose: This article brackets the organizational elements of reform dissemination to consider the…

This article summarizes major points about the transformation of educational assessment that emerged from the work of Gordon Commission and it presents recommendations to different stakeholders as to needed changes in policy, practice, and research and development.