PEN Academic Publishing   |  ISSN: 1554-5210

International Journal of Progressive Education 2017, Vol. 13(2) 7-17

American progressive education and the schooling of poor children: A brief history of a philosophy in practice

Rebecca Garte

pp. 7 - 17   |  Manu. Number: ijpe.2017.009

Published online: June 01, 2017  |   Number of Views: 458  |  Number of Download: 253


Abstract

This paper provides a historical analysis of the past century of progressive education, within the general socio-political context of schooling within the US. The purpose of this review is to create a social, historical and philosophical context for understanding the current narrative of progressive education that exists in educational policy discussions today. Major scholarly works related to progressive education are situated within the political climate of the times of their publication. Over the course of this discussion an argument is presented that shows how progressive education has been related to the education and emancipation of disadvantaged children at different points according to the societal emphasis of the time. The final section of the paper proposes a radical form of emancipatory teaching that requires a wide range of abilities among teachers and is matched to elements of the moments in history when progressive education was most effective for poor children.

Keywords: Inexpert raters, generalizability theory, variability of ratings, writing assessment


How to Cite this Article?

APA 6th edition
Garte, R. (2017). American progressive education and the schooling of poor children: A brief history of a philosophy in practice. International Journal of Progressive Education, 13(2), 7-17.

Harvard
Garte, R. (2017). American progressive education and the schooling of poor children: A brief history of a philosophy in practice. International Journal of Progressive Education, 13(2), pp. 7-17.

Chicago 16th edition
Garte, Rebecca (2017). "American progressive education and the schooling of poor children: A brief history of a philosophy in practice". International Journal of Progressive Education 13 (2):7-17.

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