Dewey's Liberalisms: Depression-Era Insights for the Great Recession

Autor/in	Rogers, John
Titel	Dewey's Liberalisms: Depression-Era Insights for the Great Recession
Quelle	In: International Studies in Sociology of Education, 23 (2013) 3, S.204-223 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0962-0214
DOI	10.1080/09620214.2013.790663
Schlagwörter	Progressive Education; Political Attitudes; Neoliberalism; Social Planning; Decision Making; Social Change; Educational Finance; Public Education; Educational Theories; Educational Policy; Educational History; High Stakes Tests; Educational Change; Social Values; Government Role + Suchen Sie Ihr Suchwort? Reformpädagogik; Progressive Erziehung; Political attitude; Politische Einstellung; Neo-liberalism; Neoliberalismus; Sozialplanung; Decision-making; Entscheidungsfindung; Sozialer Wandel; Bildungsfonds; Öffentliche Erziehung; Educational theory; Theory of education; Bildungstheorie; Politics of education; Bildungspolitik; History of education; Bildungsgeschichte; Bildungsreform; Sozialer Wert
Abstract	This article explores John Dewey's Depression-era analysis of "liberalism" in an effort to clarify our own neoliberal moment. As Dewey argues, liberalism is a term used in the 1930s to signify diverse and often contradictory meanings. It variously refers to a minimalist state aimed at unbinding markets (laissez-faire liberalism) or an activist state charged with providing social welfare (what Dewey described as "humane liberalism"). Finding limitations in these visions of liberalism, Dewey calls for a "radical" liberalism that would socialise the economy, challenge the corrupting power of privileged elites, and embrace experimentalism and mass participation in social planning and decision-making. The article draws on Dewey's analysis of different liberalisms to make sense of contemporary political and educational debates that have been profoundly shaped by the growing prominence of neoliberalism in recent decades. It sheds light on why particular educational issues have emerged as central sites of contest while others receive little or no attention and hints at possibilities for social reconstruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10