ERIC Number: EJ789785
Record Type: Journal
Publication Date: 2008-Mar
Reference Count: 24
2007 AESA Presidential Address Conflict of the Faculties: Democratic Progressivism in the Age of "No Child Left Behind"
Educational Studies: Journal of the American Educational Studies Association, v43 n2 p94-113 Mar 2008
In this article, the author reflects on how people "think" the university in terms of certain borders, and how the foundational faculty of education are positioned with regard to these borders and structures, and what that might mean in terms of the conflicts within which they find themselves embroiled at this point in history. Ultimately, his interest is in the responsibility of the foundational faculty of education, and thus the "response" of the foundational faculty, to the crisis of public education, public higher education, and teacher education. His basic argument is that the responsibility of the foundational faculty of education is to keep the promise of a democratic public education alive by affirming the importance of social justice and equity, and thus to politicize and culturally-contextualize the educational process. This is consistent with a long tradition of democratic progressivism, from John Dewey to Paulo Freire to Maxine Greene, that has so much influenced who they are at AESA and what they represent. He believes that to assume such a responsibility, they will need to "think" the university and their own position in it according to a new, or at least reworked, topological map. They cannot "think" a response that might transcend their current stuck point so long as this stuck point is part of their thinking, part of its system of limits. How, then, might they begin to "think" a response that transcends this system of limits? Their response, Derrida suggests, begins "the moment when a need to hear such questions, to take them upon oneself and respond to them, imposes itself". Questioning is itself a form of response, a place to begin, and continue.
Descriptors: Preservice Teacher Education, Federal Legislation, Public Education, Higher Education, Teacher Education, Social Justice, College Faculty, Academic Freedom, Liberal Arts, Foundations of Education
Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001