Race, culture, and pluralism. The evolution of Dewey's vision for a democratic curriculum.

Autor/in	Fallace, Thomas
Titel	Race, culture, and pluralism. The evolution of Dewey's vision for a democratic curriculum.
Quelle	In: Journal of curriculum studies, 44 (2012) 1, S. 13-35Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2011.641588
Schlagwörter	Kultur; Beratung; Curriculum; Rasse; Geschichte (Histor); Dewey, John
Abstract	In this historical study, the author traces the evolution of Dewey's vision for a democratic curriculum. Prior to 1916, Dewey was a linear historicist, meaning that he conceptualized culture as moving linearly through three distinct stages-savagery, barbarianism, civilization-that corresponded with stages of child development. Dewey's suggested and enacted curriculum had students retrace the social occupations of the history of the human race. However, in 1916-1923, Dewey updated his views into a cultural pluralist perspective that viewed cultures as different ways of approaching the world that could not necessarily be placed on a single continuum of human development. While retaining elements of his linear historicism, he nevertheless began emphasizing the necessity of cultural diversity and interaction for a healthy deliberative democracy. Based on his updated views of culture and his travels abroad, Dewey revised his suggested curriculum to include the discussion and critical analysis of current issues and problems in the classroom.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2013/1