Thursday, April 14, 2016

The Journal of School & Society: Welcome to this Issue


Kyle Greenwalt
Michigan State University
Jared Kemling
Southern Illinois University
Along with my associate editor, Jared Kemling (Southern Illinois University), I am pleased to share with you this editorial team’s first issue of The Journal of School & Society. We thank the many members of the John Dewey Society who have supported us in this project as well as our contributors to this exciting issue.
The Journal of School & Society
            The John Dewey Society was founded in 1935. While the ideas and topics that interested Dewey are shared by many in our organization, as an editorial team, more than anything else, we seek to work in the spirit of the great American philosopher—and in particular, with his commitment to the use of the method of conjoint experience and communication for the enrichment of democratic living.
            TheJournal of School & Society seeks to position itself as speaking to all those interested in the place and function of education in a democratic society—to academics, certainly, but even more so to public school teachers, to parents, and to community and labor activists. To that end, we actively seek to highlight voices from diverse constituencies. We seek to be a journal of intelligent practice for creative and justice-oriented practitioners.
            To that end, this issue deals with the future of vocational education.

Our Contributors Reflect on the Work Vocational Education
The term “vocational education,” it seems, is quickly losing its popularity in favor of other terms and other trends: CTE (Career and Technical Education), POS (Programs of Study), and, perhaps most excitingly, the MakerSpaces that have been popping up in communities across the globe. A whole new way of working has brought with it a whole new way of learning to work. James R. Stone III, Director of the National Research Center for Career and Technical Education at Southern Regional Education Board, makes this abundantly clear in his article in this issue.
            What accounts for the decline in vocational education, as it was once known? Certainly, federal policy and legislation have played a part in this—as Stone makes clear. But there are perhaps other reasons as well. The older view of vocational education got itself entangled on the horns of several dilemma from which it was never able to free itself. Was it about enrichment of the living present or was it about preparation for a coming future? Was it about fitting children to the needs of industry or was it about re-shaping industry towards more socially-just outcomes? Was it about the preservation of the skills of the past or about learning the skills of the future? And just who, in any case, should engage in topics we might consider “vocational?”
            Needless to say, Dewey would have rejected any such dualisms and asserted the importance of vocational education—rightly understood—for all learners. Pieces in this issue by Anthony DeFalco and Liu Xing make this point in compelling ways: any worthy educational endeavor must, it seems, have its cake and eat it too. It must combine appreciation of the past with readiness for the future, present enjoyment with future demands, individual gifts with social needs, and efficiency with equity.
            To that end, the piece by the Reverend Kit Carlson of All Saints Episcopal Church in East Lansing, Michigan, is deeply resonate for me—as a scholar, as a teacher, and as a parent. Drawing upon figures such as Martin Luther, Frederic Buechner, and Parker Palmer, Carlson asks us to consider the difference between vocation and career, all the while asking how we can connect our “deep gladness” with “the world’s deep hunger.”
            In our everyday lives, when pipes break, we need plumbers to fix them. But in a democracy, surely we need not just plumbers who know their work, but plumbers who carry with them a sense of their worth and purpose. Such is the story told by Karen Murphy, Communications Director of Michigan State Employees Association: of plumbers who rushed into Flint to install new filters and faucets for residents threatened by the lead poisoning of the city’s water. Can we appreciate the work done by these plumbers and, at the same time, deny them a fair wage? Can we appreciate their work and deny them the right to collectively organize? Can the new wave of vocational education concern itself with credentials but ignore issues of social justice? It must not.
            Those carrying out the work of CTE must ensure that this does not happen. We turn, then, ultimately, to those doing the work. Both k-12 public school teachers and community organizations are well represented in this issue.
            Erica Swinney of Manufacturing Renaissance tells the fascinating story of her organization’s work to partner with Chicago Public Schools in offering the very type of cutting-edge CTE that seems so promising to those working in the field: stacked credentials, long-term career counseling, and attention to the so-called “soft skills” that make a person a valued colleague, comrade and citizen—all in a Chicago community hard hit by the flight of manufacturing jobs and institutional racism.
            Where, indeed, will the next Grace Lee Boggs come from? Erica Swinney just might be able to tell us.
            From the classroom, we hear from John Denson, an agricultural teacher in Texas. Drawing upon his experience as both a parent and a classroom teacher, Denson points out the continued opportunities for learning as we help a new generation of farmers feed the world. Love of animals—something that seems almost inherent to our species—can, in the hands of a talented educator, be led into love of both agricultural methods and democratic purposes. It also builds traits of character—the lovely notion of “horse sense” that Denson speaks of—that serve young adults well in the future.
            We also hear from Diane Allerdyce in a wide-ranging interview with Natasha Perez—all in a video that has been wonderfully edited and produced by James Jackman. Allerdyce is a long-time John Dewey Society member and a founder of the Toussaint L'Ouverture High School for Arts & Social Justice in Delray Beach, Florida. In this interview with Perez, Allerdyce broadly considers how her incredible school contributes to “the vocation of being human” among a group of students who clearly have so much to offer the world. From the arts, to social justice, to career education, Allerdyce helps us consider of what a truly integrated school curriculum consists.
            Finally, we hear from Kevin Russell, a social studies educator turned manufacturing instructor. Russell helps us see how these two subjects, in the hands of the right educator, are actually not so far apart. They both aim to ready kids to transform their communities through work done in service to others. Russell lays bare for us the struggles that teachers will have to confront as they open themselves up to the idea that colleges—with their ever increasing tuition rates—might not open as many doors as they promise. That teachers might demonstrate to students the beauty and worth of many different life paths.

John Dewey and Vocation
One senses that everything that John Dewey cared about could be fruitfully approached through the topic of vocational education. As he said in Democracy & Education: “The dominant vocation of all human beings at all times is living—intellectual and moral growth.”1
            What this means, then, is that vocational education—in the sense developed by the contributors across this issue—is a process that never ends.
            The excitement of vocational education can be sensed when we realize that each day brings opportunities for further growth and transformation—that today can be different than tomorrow, if our society values the human potential within all of its diverse members.
            Dewey understood this and he insisted upon honoring the diverse talents that each human being brings to the world. In his reconstruction of society, he called for new ways of working and serving, ones that would put learning at the forefront.
            As he noted, “ if even adults have to be on the lookout to see that their calling does not shut down on them and fossilize them, [then] educators must certainly be careful that the vocational preparation of youth is such as to engage them . . .”2
            This, then, is a vocational education worth pursuing. One that contributes to a life devoted to learning in, through, and for our work—broadly understood—all in pursuit of the common good.

1  John Dewey, Democracy and Education  (New York: The Free Press, 1916/1997), 310.

2  John Dewey, Democracy and Education  (New York: The Free Press, 1916/1997), 311.

Click here for submission guidelines

Monday, March 28, 2016

Democracy in Education: Crafting Vision, Policies, and Strategies

A Statement for the John Dewey Society
by
Kathleen Knight Abowitz, Harry C. Boyte, by Deborah Meier

March 2016
“It is the main business of the family and the school to influence directly the formation and growth of attitudes and dispositions, emotional, intellectual and moral. Whether this educative process is carried on in a predominantly democratic or non-democratic way becomes…a question of transcendent importance not only for education itself but for…the democratic way of life.” John Dewey, Democracy in the Schools
We face an avalanche of privatization of education at every level, tied to narrowing views which
radically shrink the meaning of democracy and of education. This avalanche increasingly
renders education as a ticket for individual advancement, not public purpose. Education is more
segregated by race and class than in the time of Brown v. Board of Education. Educators feel
increasingly powerless. At the same time education is under widespread attack, with efforts to
shape both K-12 and higher education by outside interests and policy makers, both liberal and
conservative, using marketplace and technocratic rationales. State government in many states
are defunding public post-secondary education. Costs put many schools out of the reach of poor
and working classes. All this contributes to the disempowerment of educators and students.

Internal changes as well as external forces erode the agency of educators and students.
Studies such as American Academic Culture in Transformation, edited by Thomas Bender and
Carl Schorske have demonstrated that research cultures have become increasingly detached
from community and the public culture in many fields in recent decades. Rankings fuel what
Lani Guinier calls the “testocracy,” narrow, individualist understands of merit and achievement
and erode earlier norms of cooperative and democratic excellence in both K-12 and higher
education (The Tyranny of the Meritocracy: Democratizing Higher Education). Colleges today,
ranked by how many students are denied admission, often game the system by increasing
applications. Prestige goes to institutions which place students in jobs with the highest pay and
prestige, regardless of public contribution. Sustained, deep attention to skills and habits of
agentic action crucial to a democratic way of life has been sidelined.

It is worth recalling how much agency - the human capacity to act with others to shape the world
around us - was central both to the original meaning of democracy and also to the concerns of
John Dewey. As Josiah Ober, the classicist and political theorist, has shown in a detailed
etymological study of classical regime types (“The Original Meaning of ‘Democracy’: Capacity to
Do Things, Not Majority Rule,” Constellations 2008, 7), democracy for the Greeks did not mean
rule by the majority. “Rather it means, more capaciously, ‘the empowered demos … the
collective strength and ability to act...and indeed to reconstitute the public realm through action.”

Though Dewey rarely used the term “agency,” it is worth recalling the close connection between
agency, individual and civic, and his view of democracy as an empowering way of life. In
Democracy and Education, he proposed that education involves cultivating “initiative and
adaptability” (MW 9, 93-94). Following Jane Addams’ call for educators to “free the powers,”
Dewey advanced the idea that democracy’s diversity of stimuli “secure a liberation of powers”
(Jane Addams, On Education, New Brunswick, NJ: Transaction, 1994, 98; Dewey, MW 9, 93)
Emphasizing the relational qualities of development against atomizing intellectual trends, he
argued that “the new individualism was interpreted philosophically not as meaning development of agencies for revising and transforming previously accepted beliefs, but as an assertion that
each individual’s mind was complete in isolation from everything else” (MW 9, 315).

Drawing on the Deweyan tradition, many educators and scholars have begun to fight back and
also to re-articulate why the public matters in education and why education’s deepest purpose is
preparing students for a democratic society. In K-12 education, new programs help educators
to build students and their own civic agency and capacity. Deliberating in a Democracy helps
educators and students design lessons for deliberating difficult issues. The Discovering Justice
program helps elementary and middle school students explore meanings of justice and the law.
“Action Civics” movements and programs such as Public Achievement, Mikva Challenge and
The Freechild Project help young people to learn skills of effective civic action in schools and
communities, including learning and research about problems, everyday political skills, and
tie learning to real world community projects and problems. The Coalition for Essential Schools
emphasizes democratic principles, as well as the “student as worker and the teacher as coach,”
shifting from education as something delivered.

At the post-secondary level, recent associations such as Campus Compact, Imagining America,
the American Democracy Project, The Democracy Challenge and AAC&U, are developing a
new emphasis on higher education’s role in democracy as well as innovative approaches to
education for student agency. The Kettering Foundation’s Campus Conversations on
Democracy brings together presidents to recover their leadership as public philosophers of
education and democracy. Two national deliberations of the National Issues Forums growing
out of the American Commonwealth Partnership in 2012, celebrating the 150 anniversary of
Education?, have involved several thousand citizens in every region of the country. These have
surfaced deep public concerns about higher education’s future and loss of public purposes.

Deweyan concerns with agency also form one inspiration for the new transdisciplinary field
called “civic studies,” founded by a group of seven engaged political theorists. The group,
including Elinor Ostrom, past present of the American Political Science Association and 2009
Nobel Prize winner, and future APSA president Jane Mansbridge, is organized as a framework
for civic engagement focused on themes of agency and citizens as co-creators of communities
at different scales. Tufts University hosts the website and an annual international institute. The
Civic Studies journal is The Good Society.

All these are foundations to build on. Yet the dynamic trends of privatization and technocracy
continue to gather momentum on campuses, in curriculum and in educational policy. How can
we reimagine a public educational ecosystem with revitalized democratic aims, and effectively
work to enact it in practice, policy, and law?

We are convinced that this is the time to work with others in organizing a democracy movement
of K-16 educators and students and our allies, reimagining education as crucial to a democratic
way of life for ourselves and for future generations, advancing policies that support democracy
education, and creating strategies to build broad publics. Here are several potential elements:

  • Strategy, grounded in local, grassroots effort, needs to include state and national prongs of action, across educational sectors and in diverse coalitions of community and civic organizations. Many tools will be necessary for this work, including public deliberation, organizing, experimentation, research, and a robust strategy of what can be called “cultural organizing, stimulating wide public discussion in many media settings.
  • Deliberations and organizing efforts need to be informed by research and scholarship that is transdisciplinary not simply interdisciplinary. This means recognizing that while academic scholars are creating new knowledge of great value we also need new patterns of collaborative knowledge-creation and infrastructures and reward systems which support them, recognizing the multiple kinds of knowledge needed for effective political democratic change.
  • At local and regional levels, we need new strategies for deliberation and organizing action for change that builds new, deeper, more reciprocal relationships with scholars and schools, students, parents and families, civic groups and local governments, asking “why” and “so what” questions with new forcefulness.
  • At the state level where much education policy is established, we need to “bring the public in,” creating citizen-based deliberations about the purposes of education at every level. Representatives and participants from schools, teachers unions, families, businesses, religious and civic groups, and community organizations as well as local governments will need to be involved.
  • We also need ways to bring findings of public deliberations to new levels of public visibility through new media tools and through partnerships with sympathetic journalists and opinion-makers in the mainstream media. This will be essential to effect a significant shift from the narrow test-based accountability that lawmakers and others have devised in the last two decades.
  • At the federal level, we need a variety of strategies to engage a new administration with the Deweyan vision of democracy as a way of life and education as its midwife.

A democratic education vision for K-16 publicly supported education in the U.S. and for policies
that strengthen the democratic purposes of private and liberal arts education will require
leadership in all sectors, from all corners of educational practice, policy, and research. How to
develop such leadership will require discussion and thought about what is the appropriate
organizing form and structure for such work. But the need seems unmistakable.

In our history, democracy had overtones of immensity. "A word the real gist of which still sleeps,
quite unawakened...a great word, whose history remains unwritten," as Walt Whitman put it in
Democratic Vistas.

It is time to awaken the possibilities of the word.

Thursday, March 24, 2016

The 2016 John Dewey Society Annual Meeting

The 2016 John Dewey Society Annual Meeting will be held concurrently with the American Educational Research Association Meeting in Washington, D.C. from Friday, April 8 through Tuesday, April 12, 2016.

The John Dewey Society
Annual Meeting

 Washington Convention Center, First Floor Room 103A

FRIDAY, April 8
12:30–2:00 pm John Dewey Symposium:
                         Race, State Violence and Education after Ferguson
                         Paul C. Taylor, Penn State University
                         Sheron Fraser-Burgess, Ball State University
                        James Earl Davis, Temple University

2:15–3:45 pm   School and Society Forum:
                         Public Schooling and the Quest for Racial Justice
                         Liz Collins & Anna Laura Grant, Washington Latin Public Charter
                         Chair: Kyle Greenwalt, Michigan State University

4:00–6:00 pm   John Dewey Lecture:
                        The Continuing Challenge of Progressive Thought
                        Ellen Condliffe Lagemann, Bard College

6:00–7:30 pm John Dewey Society Reception

SATURDAY, April 9
8:45-10:00 am Philosophy of Education and Educational Studies
                    Editors Round Table
                     Christopher Higgins, Educational Theory
                        Jessica Heybach, Critical Questions in Education
                        Peter Nelson, Democracy and Education
                        Kyle Greenwalt, School and Society
                        Bruce Maxwell, Philosophical Inquiry in Education
                        Chair: Eli Kramer, Southern Illinois University

10:00–11:00 am  JDS Student Working Group Meeting

11:00–12:15 pm Executive Board Meeting

12:30–2:00 pm John Dewey and American Philosophy Panel:
                         Democracy and Education at 100
                     Peter Nelsen, Appalachian State University,
                        “Why Self-Direction Requires Others: Autonomy in Democracy and Education”
                        Susan Mayer, Independent Scholar,
                        “Reconceptualizing Deweyan Pragmatism for a Pluralistic World”
                        Megan Laverty and Bill Gaudelli, Teachers College,
                        “Reconstruction of Social Studies”
                        James Scott Johnston, Memorial University of Newfoundland,
                        “The Logic of Democracy and Education”
                        Chair: A.G. Rud, Washington State University

2:15 – 3:45 pm Dewey Through the Generations Panel:
                        The Aims of the Public Intellectual
                        Grassroots Movements and Organization
                        Justo Serrano Zamora, Institute for Social Research,Frankfurt am Main                         (Germany): “Challenging Public Inquiry: A Deweyan Approach to Emancipatory                         Movements”
                        Elizabeth Liu, McGill University: “Reaching to A Mature Social Life: the Ultimate 
                        Goal of Deweyan Democracy”
                        Stephanie A. Burdick-Shepherd, Assistant Professor, Lawrence University: “‘I’m 
                        here to speak up…!’ Illuminating John Dewey’s philosophy of participation through 
                         Malala Yousafzai’s childhood activism”
                        Respondent: Kurt Stemhagen,
                        Virginia Commonwealth University

4:00 – 5:30 pm John Dewey Society Annual Members Business Meeting



The Centennial Conference on Democracy and Education

April 7-8, 2016
Washington, D.C.

                               
THURSDAY, April 7
The Thurgood Marshall Center for Service and Heritage
1816 12th St NW, Washington, DC 20009
(First Day Location: See map below)

9:00am-9:30am
Welcome/Opening General Session
Gymnasium
Leonard Waks, JDS President and Conference Director
AG Rud, JDS President Elect and Program Director

9:30am-10:45am
Concurrent Session 1
Gymnasium
Interactive Symposium, Sponsored by AERA Division B
Revolutionizing and Decolonizing “Democracy”
in Transcultural Contexts:
Reflections on East/West Dialogues
William Schubert, University of Illinois, Chicago
Namrata Sharma, Independent Scholar
Ming Fang He, Georgia Southern University
Gonzalo Obelleiro, DePaul University
Dinny Risri Aletheiani, Yale University & Arizona State University
Jason Goulah, DePaul University
Discussant: Jim Garrison, Virginia Polytechnic Institute and State University
Chair: Isabel Nuñez, Concordia University Chicago

Conference Room 1
Presentation: What the #FergusonSyllabus
Taught Me about Teaching
Marcia Chatelain, Georgetown University

Conference Room 2
Public Philosophy Workshop:
Following Dewey‘s Example Today
Eric Weber, University of Mississippi
Steven Fesmire, Green Mountain College

11:00am-12:15pm
Keynote General Session 1
Gymnasium
Creating Schools for Democracy
Deborah Meier

12:30pm-1:45pm
Roundtable and Poster Session

Gymnasium (Box Lunch Provided)
Roundtable 1
Beyond learning to learn? On Democracy and Education and “Dewey’s Modern Authority”
Stefano Oliverio, University of Naples
“Democracy and the Industrial Imagination in American Education” (The Living Ideas in D&E)
Steven Fesmire, Green Mountain College
Connected Learning: Technologies for Democracy and Education in the 21st Century
Craig Cunningham, National-Louis University

Roundtable 2
Reconstructing the educational discourse in and through Democracy and Education
Maura Striano, University of Naples
Community (Re)Making: Mindful Curricular Enactment’s Democratic Modes of Being
Margaret Macintyre Latta & Leyton Schnellert, University of
British Columbia Okanagan; Kim Ondrik & Murray Sasges,
Vernon Community School
Democracy and Education as a primary text for an Educational Psychology course?
Ron Sheese and Grace Xinfu Zhang, York University, Toronto

Roundtable 3
Celebrating Dewey: Remembering Historical Contributions and Imagining New Possibilities for Curriculum Development
Daniel Castner, Bellarmine University
The Enduring Significance of Dewey‘s Democracy & Education for 21st Century Education
Lance Mason, Indiana University – Kokomo
Growth into Citizenship: John Dewey’s Philosophy and Pluralist Contexts in East Africa
Jane Blanken-Webb and Katariina Holma, University of Eastern Finland

Roundtable 4
Democracy and Education in the 21st century: Interest as web of trails
Michael Glassman, The Ohio State University
Deepening Democracy, Re-envisioning Public Education: Four Pathways towards Engaging a Broad and Diverse ‘Public’
Ruthanne Kurth-Schai, Macalester College
Designing a Dewey School for 2016
David Nicholson and students, Stevenson University

Roundtable 5
A Pragmatic Approach to Utopia
Barbara Morgan-Fleming, Texas Tech University
Can Dewey’s Pedagogy Be Realized Through Competency-Based Education?
Jessica Horohov, University of Kentucky
Deweyan Democracy and Schools: Why Hasn’t It Happened? How Would Dewey the Pragmatist Respond Today?
Aaron Schutz, University of Wisconsin – Milwaukee

Posters
The soul of democracy: taking Dewey’s invitationfor a step back
Priscila Carmargo-Ramalho, Teachers College, Columbia University
Dewey and the Undergraduate Scholar. Experimentations with Comic Books, Art, School Kids, Graphic Novels, Parties, and much more.
Cristina Cammarano and Timothy Stock and students, Salisbury University
Curriculum Ideology Balance for a Critical Learner Centered Environment (CLCE): Recitation and Self-Activity
Aaron Griffen, Sierra High School, Colorado Springs, Colorado
100 years of Democracy and Education in China
Grace Xinfu Zhang and Ron Sheese, York University, Toronto
Championing Deweyan and Freirean Education in an Ideologically Social Efficiency Educational Climate
Elena Venegas, Baylor University

2:00pm-3:15pm
Concurrent Session 2

Gymnasium
Panel, Sponsored by AERA Division G
The Power in Dewey: Considerations of Race, Economics and Engagement
Dewey and White Supremacy
Timothy J. Lensmire, University of Minnesota
Democracy requires voice: Enabling young people to make a difference
Dana Mitra, Ph.D., Penn State University
What we are about: The development of researcher positionality toward educative meaning for black youth
Brian D. Lozenski, Macalester College
Power, democracy, and the struggle over urban schools: How is Dewey relevant today?
Jessica Shiller, Towson University
Looking behind the curtain: Using an economic lens to promote an active and engaged citizenry and a more equitable democracy
Anand Marri, Teachers College, Columbia University

Conference Room 1
Journal Session: Teacher Education and Practice
Teacher Education for a Democratic Society: Dewey‘s Democracy and Education Revisited
Democracy and Education Revisited: Dewey’s Legacy for Democratizing Teacher Education in an Era of Neoliberalism
Patrick M. Jenlink (Organizer), Stephen F. Austin State University
There is Honor Among Thieves: (Re)teaching Dewey‘s Democratic Ideal in the Neoliberal Era
Mary Catherine Breen, Stephen F. Austin State University
Preparing Teachers for Democratic Schooling: The Potential (and Pitfalls) of Recent Trends in Teacher Preparation
Donna Breault, Missouri State University
Dewey and Democracy, and the Question of the Experience, Engagement and Perceptions of Pre-service Teachers: Examining the Neoliberal Context in Relation to the Influence of Non-formal Education on Formal Education
Paul R. Carr, Université du Québec en Outaouais
Dewey’s Conception of Growth in Democracy and Education: Supporting Teacher Growth, Problem Solving Together
Cara Furman, University of Maine, Farmington
Dewey’s Educational Values for Teacher Practice in the 21st Century
Charles L. Lowery, Ohio University
Dewey’s The Nature of Method and The Nature of Subject Matter as Applied to Teacher Development and Curricular Understanding
Chance Mays, Mt. Enterprise Independent School District
Dewey, Democracy, and Teacher Education: What do people in a democracy need to learn and how do teachers need to be educated?
Elizabeth Meadows, Roosevelt University
Democracy and Education and Reconstructing Teacher Education so Experience Matters
Peter Nelsen, Appalachian State University
Democracy for All? John Dewey, Teacher Education, and Young Children with Disabilities
Leigh M. O’Brien, State University of New York at Geneseo
From a Pedagogical/Teaching Community to a Democratic One Borrowing from Dewey: Theory and Practice related to an Education for Democracy Movement
Gina Thésée, University of Quebec à Montreal

Conference Room 2
Journal session: Journal of Curriculum Studies
Rethinking John Dewey‘s Democracy and Education on its Centennial
The Peculiar Status of Democracy and Education
Robert Boostrom, University of Southern Indiana
On Moral Education Through Deliberative Communication
Tomas Englund, Örebro University, Sweden
Exploring an East-West Epistemological Convergence of
Embodied Democracy through Cultural Humanism in Confucius-Makiguchi-Dewey
Ming Fang He, Georgia Southern University
Rethinking Dewey‘s Democracy: Shifting from a Process of Participation to an Institution of Association
Lynda Stone, The University of North Carolina – Chapel Hill
The Importance of Cultivating Democratic Habits in Schools: Enduring Lessons from Democracy and Education
Carmen James, Teachers College, Columbia University

Historic Lounge
Democratizing Work in Education
A Working Session with Harry Boyte and Kathleen Knight-Abowitz

3:30pm-4:45pm
Concurrent Session 3

Gymnasium
Workshop: Ethics, Aims, and the Political Classroom
Paula McAvoy, Center for Ethics & Education, University of Wisconsin - Madison
Diana Hess, Center for Ethics & Education, University of Wisconsin - Madison
Ayo Magwood, Maret School

Conference Room 1
Workshop: Dewey and Philosophy for Children
Megan Laverty, Teachers College, Columbia University
Maughn Gregory, Montclair State University

Conference Room 2
Panel: Dewey‘s Democracy and Education in the Classroom
 Combining the Personal and the Historical
Jon Acheson , Park School of Baltimore
Teaching Mathematics with Democracy in Mind
Marshall Gordon , Park School of Baltimore
An Ounce of Experience‘: Connecting the World to Student Learning
Patti Porcarelli , Park School of Baltimore
On the Virtues of Naiveté
Lou Rosenblatt , Park School of Baltimore (Retired)

Historic Lounge
Journal session: Educational Theory
Democracy and Education and the Curriculum Wars
 “Reconstructing Social Justice Education: Critical Pedagogy and Deweyan Democratic Education”
Peter Nelsen, Appalachian State University
“Deweyan Democratic Agency and School Math: Beyond Constructivism and Critique”
Kurt Stemhagen, Virginia Commonwealth University
“Democratizing Children’s Computation: Learning Computational Science as Aesthetic Experience”
Amy Voss Farris, Vanderbilt University
Pratim Sengupta, University of Calgary
Chair: Leonard J. Waks, Temple University

5:00pm-6:15 pm
Concurrent Session 4

Gymnasium
Panel: Dewey and Issues-Centered Education
Walter Parker, University of Washington
Nel Noddings, Teachers College, Columbia University
Ronald Evans, San Diego State University
Diana Hess, University of Wisconsin – Madison
William Gaudelli , Teachers College, Columbia University
Moderator: Gregg Jorgensen , Western Illinois University

Conference Room 1
Interactive Symposium, Sponsored by AERA Division B
Education for a Democratic and Diverse Public:
Toward a Praxis of Ikedean Dialogue for Value Creation and Harmonious Coexistence
Melissa Bradford, DePaul University
Tameka Carter-Richardson , DePaul University
Rhonda Stern, DePaul University
Kendrick Johnson, DePaul University
Discussant: William Ayers , Former Division B VP,
Deinstitutionalized Activist/Scholar
Chair: Pamela Konkol, Concordia University Chicago

Conference Room 2
Panel: Learning from Youth Participatory Action Research
How to Facilitate Democratic Education (Urban Research Based Action Network)
 Building Sociopolitical Analysis Skills Through
Participatory Action Research
Dana Wright, Connecticut College
Examples of students’ experiences in learning climate science: A YPAR guide for science teachers
Deb Morrison, TREE Educational Services
The Role of Ethnodrama/Drama in Youth-led Organizing and Data Analysis
Sarah Hobson, SUNY Cortland
Minority youth responses to the lack of diversity in selective enrollment high schools in the south
Sophia Rodriguez, College of Charleston
The Social Justice Education Project: Transforming Second Sight into Critical Consciousness through YPAR
Julio Cammarota, Iowa State University

Historic Lounge
Journal session: Educational Philosophy and Theory
Dewey‘s Democracy and Education in an Era of Globalization
Empathy and Imagination in Education
Andrea English, University of Edinburgh
Why Should Scholars Keep Coming Back to John Dewey?
Mordechai Gordon, Quinnipiac University
Globalization, Democracy, and Social Movements: Activism as the Point
Kathy Hytten, University of North Carolina – Greensboro
Complexity and Reductionism in Educational Philosophy – John Dewey’s Critical Approach in “Democracy and Education” Reconsidered
Jim Garrison, Virginia Polytechnic Institute and State University


6:30pm-7:30pm
Wine and Cheese Reception
Gymnasium

April 7 First Day Only Location: The Thurgood Marshall Center for Service and Heritage is located at 1816 12th Street between “S” and “T” Streets in Northwest Washington, D.C., just a few blocks from the U Street – African-American Civil War Museum – Cardozo Metro Station (Green and Yellow Lines).


FRIDAY, April 8
Walter E. Washington Convention Center (the site of AERA 2016)
Level One, Rooms 103A and 103B

8:00am-9:15am
Concurrent Session 5
Convention Center, Level One, Room 103A
Panel, Sponsored by the AERA Dewey Studies SIG
Centennial Reflections
Deron Boyles, Georgia State University
Jim Garrison, Virginia Polytechnic Institute and State University
William Wraga, University of Georgia
Peter Hlebowitsh, University of Alabama
Discussant: Craig Cunningham, National-Louis University
Chair: Susan Meyer, Independent Scholar

Convention Center, Level One, Room 103B
Presentation/Workshop: Dewey and the Role of the Arts in Education and Culture
Jeff Poulin, Americans for the Arts

9:30am-10:45am
Concurrent Session 6
Convention Center, Level One, Room 103A
Panel, Sponsored by AERA Division F
Democracy and Education in History and Social Studies Education
Wayne Urban, Moderator, University of Alabama
“Lab High: Where New Ideas Meet Encouragement”
Sharon Pierson, Ramapo College
Dewey and the Institute of Child Study, Toronto
Theodore Christou, Queen‘s University, Ontario
“Democracy and Education as a Founding Document for Social Studies”
Benjamin M. Jacobs, George Washington University
“Dewey: Historic Film Footage”
Craig Kridel, University of South Carolina
Discussant: Susan F. Semel, The City College of New York

Convention Center, Level One, Room 103B
Panel, Sponsored by AERA Philosophical Studies of Education SIG
Agency and Activism: Reframing Teaching through Dewey’s Democracy and Education
“First Among Equals: The Roles of Teachers in Educational Publics”
Kathleen Knight Abowitz, Miami University
“The Politics of Civic Agency and Education for Democracy”
Harry Boyte, Augsburg College
Margaret Finders, Augsburg College
“Using Dewey to Support Agency and Activism in Teachers”
Sarah M. Stitzlein, University of Cincinnati
“Teacher Intelligence in the Face of Fidelity”
Doris A. Santoro, Bowdoin College
Session Chair: Terri S. Wilson, University of Colorado -Boulder

11:00am-12:20pm
Keynote General Session 2
Convention Center, Level One, Room 103A
Dewey Lives! Big Picture, the Met, and College Unbound
Dennis Littky, Big Picture Learning and College Unbound
John Dewey Society Lifetime Achievement Award Winner
We Were the Lucky Ones: Students from the Progressive
Schools of the 1930s Speak Out
Jane Roland Martin, Emerita, University of Massachusetts
John Dewey Society Lifetime Achievement Award Winner

12:20pm
The Centennial Conference ends

12:30pm
John Dewey Society Annual Meeting begins
Convention Center, Level One, Room 103A


ACKNOWLEDGEMENTS
The Centennial Conference is co-sponsored by the following organizations:
AERA Division B, AERA Division F, AERA Division G, AERA Dewey Studies SIG, and the AERA Philosophical Studies SIG. 

In particular we thank these individuals from our co-sponsors and affiliated groups: Donna Breault, Gregg Jorgensen, Pamela Konkol, Elizabeth Moje, Isabel Nuñez, Susan Semel, Wayne Urban, Bryan Warnick, and Terri Wilson.

The following individuals took the lead in developing parts of this program: Michele Moses (program sessions) and Katherine Jo (journal sessions).
Shannon Gleason assisted with final editing.

Finally, we thank Paula McAvoy for guidance in preparing our grant to the Spencer Foundation.