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ERIC Number: EJ1006715
Record Type: Journal
Publication Date: 2013-Feb
Pages: 16
Abstractor: As Provided
Reference Count: 20
ISBN: N/A
ISSN: ISSN-1554-5210
Coming to Care about Teaching for Social Justice: The Putney Graduate School of Teacher Education (1950-1964)
Rodgers, Carol R.
International Journal of Progressive Education, v9 n1 p25-40 Feb 2013
This article explores one teacher education program's experiment in "turning the souls" of its students to help them understand and care deeply about issues of race and social justice, as well as issues of environmental sustainability. The Putney Graduate School of Teacher Education, (1950-1964) a small, "reconstructionist" program, was based upon Deweyan principles of choice, discovery, and student-generated learning and had as its underlying tenet a commitment to "change the world." These goals created a tension between the value of student independence and the program's political values and commitments. Nonetheless, students discovered reasons for education that lay beyond themselves, their experiences, the classroom, and their traditional notions of school. By immersing students in experiences that moved them emotionally, exposing their own, often disturbing, limited and limiting assumptions, students developed a willing accountability for changing their world. They came to care about social justice. (Contains 29 notes.)
International Association of Educators. Egitim Fakultesi Dekanligi, Canakkale Onsekiz Mart University, Canakkale 17100, Turkey. e-mail: secretary@inased.org; Web site: http://www.inased.org/ijpe.htm
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A