Picturing Progressive Texts: Images of 'Democratic Schooling' in the Work of John and Evelyn Dewey and Contemporaries

Autor/in	Cunningham, Peter
Titel	Picturing Progressive Texts: Images of 'Democratic Schooling' in the Work of John and Evelyn Dewey and Contemporaries
Quelle	In: History of Education, 48 (2019) 1, S.118-141 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-760X
DOI	10.1080/0046760X.2018.1514658
Schlagwörter	Educational Change; Progressive Education; Educational Philosophy; Imagery; Photography; Illustrations; Comparative Analysis; Student Centered Learning; Teaching Methods; Role; Books; Drama; Montessori Method + Suchen Sie Ihr Suchwort? Bildungsreform; Reformpädagogik; Progressive Erziehung; Bildungsphilosophie; Erziehungsphilosophie; Metaphorik; Fotografie; Bildliche Darstellung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Rollen; Book; Buch; Monographie; Monografie; Schauspiel; Montessori pedagogics; Montessori-Pädagogik
Abstract	Visual images played an increasing role in professional discourse and in popular and political debate about progressive education over a century or more. In the early 1900s photography was adopted by some progressive texts to convey new ideas illustrated by practice. This paper highlights an iconic example: John and Evelyn Dewey's celebrated "Schools of To-Morrow" (1915), with reference to a small selection of its photographic illustrations. Consideration is given to how images were constructed, their status as historical evidence and issues of interpretation. Comparison is made with other illustrated works, preceding and following Schools of "To-Morrow", by advocates of child- or student-centred pedagogies. The article urges critical reflection on visual representation in arguments for and against progressivism in more recent times. Insights drawn from earlier examples should be borne in mind by historians seeking to evaluate the role of pictorial sources in discourses of pedagogical reform. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01