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Progressive educators' assumptions, ...

Morrison, Kristan Accles.

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Progressive educators' assumptions, structures, and practices: Critical pedagogy at the Albany Free School (New York).

Record Type:	Electronic resources : Monograph/item
Title/Author:	Progressive educators' assumptions, structures, and practices: Critical pedagogy at the Albany Free School (New York)./
Author:	Morrison, Kristan Accles.
Description:	277 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-08, Section: A, page: 2934.
Contained By:	Dissertation Abstracts International65-08A.
Subject:	Education, Philosophy of. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3142436
ISBN:	0496000950

Progressive educators' assumptions, structures, and practices: Critical pedagogy at the Albany Free School (New York).
Morrison, Kristan Accles.

Progressive educators' assumptions, structures, and practices: Critical pedagogy at the Albany Free School (New York). - 277 p.

Source: Dissertation Abstracts International, Volume: 65-08, Section: A, page: 2934.

Thesis (Ph.D.)--The University of North Carolina at Greensboro, 2004.

The purpose of this study was to examine two groups of progressive educators, critical pedagogues and free schoolers, and determine how their beliefs compare with one another, in both theory and practice, and with those of the traditional, modernist system of education.

ISBN: 0496000950Subjects--Topical Terms:

783746
Education, Philosophy of.

Progressive educators' assumptions, structures, and practices: Critical pedagogy at the Albany Free School (New York).
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100 1 $a Morrison, Kristan Accles. $3 1934827
245 1 0 $a Progressive educators' assumptions, structures, and practices: Critical pedagogy at the Albany Free School (New York).
300 $a 277 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-08, Section: A, page: 2934.
500 $a Director: H. Svi Shapiro.
502 $a Thesis (Ph.D.)--The University of North Carolina at Greensboro, 2004.
520 $a The purpose of this study was to examine two groups of progressive educators, critical pedagogues and free schoolers, and determine how their beliefs compare with one another, in both theory and practice, and with those of the traditional, modernist system of education.
520 $a Chapter One is a critical autobiography of my time as both a student and teacher within the traditional, modernist educational system. I chronicle how this system taught me certain hidden curriculum lessons and how I, when a teacher, passed these lessons on to my students.
520 $a Chapter Two is an examination of two groups of progressive educators, the critical pedagogues and the free schoolers. I detail the assumptions, structures, and practices that they hold in common and I draw out points of difference between the two groups as well.
520 $a In Chapters Three, Four, and Five I detail my time spent at a free school in Albany, NY. Chapter Three and part one of Chapter Four detail how the Albany Free School embodies the points of confluence between the critical pedagogues' and free schoolers' ideas. At the end of Chapter Four, I discuss how being a teacher in a progressive school such as this allowed me to break some of the habits developed through the hidden curriculum of my traditional, modernist schooling. Chapter Five details how the Albany Free School embodies both critical pedagogues' and free schoolers' beliefs on their points of philosophical difference. My basic conclusion is that, in practice, the Albany Free School blurs the lines between these two wings of progressive education.
520 $a The Epilogue asks the question of how to best achieve substantive progressive change in our schools, by reform or revolution? I conclude that unless certain structures and practices are removed from traditional, modernist schools (e.g. large class sizes, and the standardized, mandated curriculum) that working within the system will ultimately be ineffective in bringing about substantive progressive change and that building revolutionary counter-institutions as examples of change may be more effective in bringing about larger scale change.
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791 $a Ph.D.
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