Abstract
I had certainly challenged any number of established doctrines and institutional policies, but didn’t think of myself as a dissident, rather as an active citizen. My scholarship was, at least on the surface, rather politically tame, grounded in Deweyan philosophy, highlighting the importance of agency and taking actions that encouraged democratic ways of thinking and living both within and beyond schools.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Similar content being viewed by others
References
Apple, M. W. (1979). Ideology and curriculum. London, UK: Routledge & Kegan Paul.
Argyris, C., & Schön, D. A. (1978). Organizational learning: A theory of action perspective. Reading, MA: Addison Wesley.
Bemauer, J., & Rasmussen, D., (Eds.). (1988). The final Foucault. Cambridge, MA: MIT Press.
Bernstein, R. J. (2010). Dewey’s vision of radical democracy. In M. Cochran (Ed.), The Cambridge companion to Dewey (pp. 288–308). Cambridge, UK: Cambridge University Press.
Bode, B. H. (1937). Democracy as a way of life. New York, NY: Macmillan.
Bowles, S., & Gintis, H. (1976). Schooling in capitalist America: Educational reform and the contradictions of economic life. New York, NY: Basic Books.
Bowles, S., & Gintis, H. (1986). Democracy and capitalism: Property, community, and the contradictions of modern social thought. New York, NY: Basic Books.
Chomsky, N., & Macedo, D. P. (2000). Chomsky on miseducation. Lanham, MD: Rowman & Littlefield.
Coleman, J. R., Soens, T. C., & Fenton, E. (1968). Comparative economic systems: An inquiry approach. New York, NY: Holt, Rinehart and Winston.
Debord, G. (1970). Society of the spectacle. Detroit, MI: Black & Red.
Dewey, J. (1910). How we think. Boston, MA: D. C. Heath.
Dewey, J. (1916). Democracy and education. New York, NY: Macmillan.
Ellsworth, E. (1989). Why doesn’t this feel empowering? Working through the repressive myths of critical pedagogy. Harvard Educational Review, 59(3), 297–324.
Fay, B. (1975). Social theory and political practice. London, UK: Allen & Unwin.
Fay, B. (1987). Critical social science: Liberation and its limits. Ithaca, NY: Cornell University Press.
Fay, B. (1996). Contemporary philosophy of social science: A multicultural approach. Oxford, UK: Blackwell.
Fenton, E. (1967). The new social studies. New York, NY: Holt, Rinehart and Winston.
Foucault, M. (1988). The ethic of care for the self as a practice of freedom. In J. W. Bernauer & D. M. Rasmussen (Eds.), The final Foucault. Cambridge, MA: MIT Press.
Freire, P. (1998). Teachers as cultural workers letters to those who dare teach. Boulder, CO: Westview Press.
Fuller, B. (1981). Critical path. New York, NY: St. Martin’s.
Gibson, R. (2007). Paul Freire and revolutionary pedagogy for social justice. In E. W. Ross & R. Gibson (Eds.), Neoliberalism and education reform (pp. 177–215). Cresskill, NJ: Hampton Press.
Gilliom, M. E. (1977). Practical methods for the social studies. Belmont, CA: Wadsworth.
Gilliom, M. E., (Interviewer) & Jewett, R. E. (Interviewee). (2003, September 4). Oral histories [Interview transcript]. Retrieved from Ohio State University Oral History Program website: http://library.osu.edu/find/collections/the-ohio-state-university-archives/buckeye-history/ohio-stateuniversity-oral-history-program-2/
Giroux, H. A., Penna, A. N., & Pinar, W. (1981). Curriculum & instruction: Alternatives in education. Berkeley, CA: McCutchan.
Goffman, E. (1961). Asylums: Essays on the social situation of mental patients and other inmates. Garden City, NY: Anchor Books.
Griffin, A. F. (1992). A philosophical approach to the subject-matter preparation of teachers of history. Washington, DC: National Council for the Social Studies. (Original work published 1942)
Habermas, J. (1971). Knowledge and human interests. Boston, Ma: Beacon Press.
Habermas, J. (1981). Theory of communicative action. Boston, Ma: Beacon Press.
Hullfish, H. G., & Smith, P. G. (1961). Reflective thinking: The method of education. New York, NY: Dodd, Mead.
Hunt, M. P., & Metcalf, L. E. (1955). Teaching high school social studies: Problems in reflective thinking and social understanding. New York, NY: Harper & Row.
Kemmis, S., & McTaggart, R. (1982). The action research planner. Victoria, Canada: Deakin University.
King, Jr., M. L. (1963). Western Michigan university speech: Questions and answers. Retrieved November 6, 2012, from http://www.wmich.edu/~ulib/archives/mlk/q-a.htm
Mao, Z. (1937). On practice: On the relation between knowledge and practice, between knowing and doing. Retrieved from https://www.marxists.org/reference/archive/mao/selected-works/volume-1/mswv1_16.htm
McCutcheon, G. (1979). Beyond the raspberry bushes. Journal of Curriculum Theorizing, 1, 18–23.
McCutcheon, G. (1980). How do elementary school teachers plan their courses. Elementary School Journal, 81, 4–23.
McCutcheon, G. (1981). On the interpretation of classroom observations. Educational Researcher, 10(5), 5–10.
Ollman, B. (1999). Dance of the dialectic. New York, NY: Routledge.
Petrina, S. (2006). C & I high. Journal of Curriculum and Pedagogy, 3(2), 125–147. Retrieved from http://www.dlc-ubc.ca/wordpress_dlc_mu/edcp562/files/2011/09/Petrina2006.pdf
Phillips, R. C. (1974). Teaching for thinking in high school social studies. Reading, Mass: Addison-Wesley.
Pinar, W. F. (1975). Curriculum theorizing: The reconceptualists. Berkeley, CA: McCutchan.
Robinson, J. H. (1921). The mind in the making: The relation of intelligence to social reform. New York, NY: Harper.
Ross, E. W. (2014a). A sense of where you are (pp. 163–178). In C. Woysner (Ed.), Leaders in social education: Intellectual self-portraits. Rotterdam, The Netherlands: Sense Publishing.
Ross, E. W. (2014b). Noam Chomsky. In D. C. Phillips (Ed.), Encyclopedia of educational theory and philosophy (pp. 126–127). Thousand Oaks, CA: Sage.
Ross, E. W. (Ed.). (2014c). The social studies curriculum: Purposes, problems, and possibilities (4th ed.). Albany, NY: State University of New York Press.
Ross, E. W. (2015). Teaching for change: Social education and critical knowledge of everyday life. In S. Totten (Ed.), The importance of teaching social issues: Our pedagogical creeds (pp. 141–147). New York, NY: Routledge.
Ross, E. W., & Vinson, K. D. (2014). Resisting neoliberal education reforms: Insurrectionist pedagogies and the pursuit of dangerous citizenship. Cultural Logic, 2013, 17–45. Retrieved from http://clogic.eserver.org/2013/Ross_Vinson.pdf
Ross, E. W., Cornett, J. W., & McCutcheon, G. (Eds.). (1992). Teacher personal theorizing: Connecting curriculum practice, theory, and research. Albany, NY: State University of New York Press.
Sarup, M. (1978). Marxism and education. London, UK: Routledge & Kegan Paul.
Schlechty, P. C. (1976). Teaching and social behavior: Toward an organizational theory of instruction. Boston, MA: Allyn & Bacon.
Vinson, K. D., & Ross, E. W. (2003). Image and education: Teaching in the face of the new disciplinarity. New York, NY: Peter Lang.
Waller, W. W. (1932). The sociology of teaching. New York, NY: Wiley.
Willis, P. E. (1977). Learning to labour: How working class kids get working class jobs. New York, NY: Columbia University Press.
Zinn, H. (1970). The problem is civil obedience. Retrieved from http://www.informationclearinghouse.info/article36950.htm
Influential Works by Others
Braverman, H. (1975). Labor and monopoly capital: The degradation of work in the twentieth century. New York, NY: Monthly Review Press.
Counts, G. S. (1978). Dare the school build a new social order? Carbondale, IL: Southern Illinois University Press. (Original work published 1932)
Debord, G. (1970). Society of the spectacle. Detroit, Michigan, MI: Black & Red.
Dewey, J. (1916). Democracy and education. New York, NY: Macmillan.
Friere, P. (1970). Pedagogy of the oppressed. New York, NY: Continuum.
Herman, E. S., & Chomsky, N. (1988). Manufacturing consent: The political economy of the mass media. New York, NY: Pantheon.
Marcus, G. (1989). Lipstick traces: A secret history of the twentieth century. Cambridge, MA: Harvard University Press.
McLaren, P. (2015). Life in schools: An introduction to critical pedagogy in the foundations of education (6th ed.). Boulder, CO: Paradigm Publishers.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2015 Sense Publishers
About this chapter
Cite this chapter
Ross, E.W. (2015). Dr. Dewey, or: How I Learned to Stop Worrying about Where Ideas Come from and Love Critical Pedagogy. In: Porfilio, B.J., Ford, D.R. (eds) Leaders in Critical Pedagogy. Leaders in Educational Studies. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-166-3_11
Download citation
DOI: https://doi.org/10.1007/978-94-6300-166-3_11
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6300-166-3
eBook Packages: Humanities, Social Sciences and LawEducation (R0)