Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

经验与教育 = Experience and education

Affirming Diversity: The Sociopolitical Context of Multicultural Education

Reflexive methodology - new vistas for qualitative research: Media Reviews

Preface (1999) Preface (1990) 1. Subjects of Sex/Gender/Desire I. 'Women' as the Subject of Feminism II. The Compulsory Order of Sex/Gender/Desire III. Gender: The Circular Ruins of Contemporary Debate IV. Theorizing the Binary, the Unitary and Beyond V. Identity, Sex and the Metaphysics of Substance VI. Language, Power and the Strategies of Displacement 2. Prohibition, Psychoanalysis, and the Production of the Heterosexual Matrix I. Structuralism's Critical Exchange II. Lacan, Riviere, and the Strategies of Masquerade III. Freud and the Melancholia of Gender IV. Gender Complexity and the Limits of Identification V. Reformulating Prohibition as Power 3. Subversive Bodily Acts I. The Body Politics of Julia Kristeva II. Foucault, Herculine, and the Politics of Sexual Discontinuity III. Monique Wittig - Bodily Disintegration and Fictive Sex IV. Bodily Inscriptions, Performative Subversions Conclusion - From Parody to Politics

Postmodern Subjects, Postmodern BodiesThinking Fragments: Psychoanalysis, Feminism, and Postmodernism in the Contemporary WestYearning: Race, Gender, and Cultural PoliticsGender Trouble: Feminism and the Subversion of Identity

Implementing Change Patterns Principles And Potholes

The arts generally and theater specifically offer effective strategies to help educators recognize and make visible the multiple student and teacher identities within classrooms. Without student and teacher agency in schools, there cannot be equitable and liberatory learning environments. Noted Brazilian theater artist and activist Augusto Boal’s Theater of the Oppressed (TO) offers promising opportunities to embody Crenshaw’s notion of intersectional identities and Purdie-Vaughns and Eibach’s concept of Invisible Intersectionality. This article shares research conducted in a teacher education course on culturally relevant pedagogy where students engaged in TO activities to explore the multiplicity of their and their future students’ identities. The authors suggest that embodied and artistic approaches in preservice teacher education create so-called small openings where students may recognize their and their future students’ identities and move toward including varied identities in their future classroom communities. Language: en

Making Invisible Intersectionality Visible Through Theater of the Oppressed in Teacher Education

An Interview with Augusto Boal: Youth and TO P.Duffy Forum Theatre and Teens M.Boland Acting Outside the Box: Using Theatre of the Oppressed in an Anti-Racism School's Program W.Linds TIE in Da 'Hood : An Invisible Boal Disciple G.Hardwick A Conversation Among the Contributors: What Have We Learned about TO, Youth and Ourselves through this Work? 'Seeing the Story': the Use of Analytical Image to Develop Children's Understanding of Characterization in Fictional Reading and Creative Writing E.Vettraino Boal and Puppets K.Naumer & A.Dishy Theater as Activism Viewpoints on Youth Education in Israel/Palestine C.Alon & S.A.Kuftinec Exploring the Stigmatized Child through Theatre of the Oppressed Techniques J.Saldana A Rainbow of Creative Drama P.Duffy Themba Interactive Theatre AIDS Awareness and Youth K.Hope Prison Theatre for Young People P.Taylor An Interview with Patrice Baldwin E.Vettraino & P.Baldwin

Youth and theatre of the oppressed.

This essay considers whether the neuroscientific concepts of conceptual blending (from cognitive linguistics) embodiment and analogy offer insights into why and how drama-based pedagogies strengthen classroom learning. Pilot writing samples from eight-and nine-year-old students suggest that conceptual blending is enhanced through drama-based instruction and that the process not only increases learning outcomes, but motivates to learn as well.

The blended space between third and first person learning: drama, cognition and transfer

This study explores how using Theatre of the Oppressed (TO) techniques in combination with training on culturally responsive pedagogies (CRP) impacts pre-service teachers’ perceptions of both thems...

Blind to what’s in front of them: Theatre of the Oppressed and teacher reflexive practice, embodying culturally relevant pedagogy with pre-service teachers

Peter Duffy

Papers

Making Invisible Intersectionality Visible Through Theater of the Oppressed in Teacher Education

Youth and theatre of the oppressed.

The blended space between third and first person learning: drama, cognition and transfer

Blind to what’s in front of them: Theatre of the Oppressed and teacher reflexive practice, embodying culturally relevant pedagogy with pre-service teachers

Facilitating embodied instruction: classroom teachers’ experiences with drama-based pedagogy