This dialogue is an edited version of a dialogue between William C. Ayers and William H. Schubert at the November 10-12, 2011, meeting of the Progressive Education Network hosted by the Francis W. Parker School in Chicago, Illinois. It was the opening keynote session on the evening of November 10. Ayers interviewed Schubert, who acted as John…

A reflection is offered on what certain scholars call the variousness of students and teachers of the sort that psychologists often miss. A case is made for the need to separate one's self from the objects one studies as one attempts to assess students and modes of learning, the variations in historical eras and their influence on the shaping of…

Scoring SAT-style exam essays, John S. O'Connor is struck by the disconnection between the subject matter and students' personal lives. Further, O'Connor notes that such tests draw an alarming distinction between writing and "content"--as if the two are unrelated. O'Connor calls for a broader understanding of literacy, and he warns of dire…

This article is about storytelling. In an effort to open opportunities similar to what we experienced while we were in school, many among the education professorate seem to have adopted well-used and familiar "academic" models of seminar instruction virtually unaltered from their experiences as graduate students. One suspects, however, that there…

Two middle school teachers consider the function of the word popular in middle school life and illustrate that the lesser used term powerful is often more applicable. They offer an alternative vocabulary for social standing and examine the factors that can influence that standing. By discussing the manifold ways that the social life of students…

Why is it important to provide support to students in the classroom? It is an empirical fact that precisely this part of the "internal school life" considerably influences the positive development and satisfaction of the school. Some anecdotes from school remain merely memories, while others become values that are carefully protected one's whole…

In the fall of 2010 the faculty of Baker Demonstration School began a yearlong exploration of the question "How do we know what children know?" At that time, three teacher colleagues already had entered upon a collaborative project integrating music and drama with a unit of study in the second and third grades. They decided to carefully and…

The focus of the achievement gap seems to be less about racial and ethnic distinctions and more about disparities in socioeconomic status. Students from affluent and secure backgrounds have a running head start on students mired in poverty. Few young people in the United States live in more challenging conditions than the children of the eastern…

A system of accountability in public schools predicated upon standardized testing accompanied by high-stakes consequences for leaders, as well as teachers and students, has posed a daunting challenge to educational leaders who align themselves with core tenets of progressive education. This essay explores what it might mean--and take--to stay true…

In this essay, filmmaker and educator Caroline Stephenson tells how Hurricane Irene started her on a journey to make a documentary about Rosenwald Schools in her native Hertford County, North Carolina. After many years working as an assistant director in Los Angeles on films and television shows, Stephenson moved back to the family farm to raise…

For the past two years, the author had the privilege of sharing a course with intelligent, inventive, and diligent students. "Schools Across Borders, Schools Across Time"--very soon abbreviated and known for two years now as SABSAT--was initially a one-time experiment, a course designed to produce a student documentary on progressive and soka…

In this essay, a high school senior reflects on her educational experience as a journey beginning with her difficult decision to stay at Francis W. Parker School for high school and ending with her current search for a college where she can continue to explore the nature of education. Her narrative focuses on her experience in an elective course…

At the end of the 2011-12 version of the project course Schools Across Borders, Schools Across Time (SABSAT), a high school senior wrote a series of letters reflecting on the experience of participating in an unusual course with an unusual outcome. In the letters, the student wanted to evoke what was personal and what was critical--to herself, her…

This article connects the theoretical perspective of Paulo Freire's Pedagogy of the Oppressed with the teaching and learning styles of teachers and students at Central Park East Secondary School (CPESS) in East Harlem, New York. It examines some of the ways the Freireian model has worked within the public school system and considers some of the…

Regrettably, accountability has largely come to mean suffering externally imposed consequences if results on simplistic, reductive measures of success are not met. Just as worrisome, this notion of accountability is internalized, deemed inevitable, and trivializes our understanding of moral accountability. This essay is an attempt to posit an…