Susan Mayer - Academia.edu (original) (raw)
Papers by Susan Mayer
Journal of the American Association for the Advancement of Curriculum Studies (JAAACS), Nov 30, 2016
Journal of the American Association for the Advancement of Curriculum Studies (JAAACS), Aug 21, 2017
Journal of the American Association for the Advancement of Curriculum Studies (JAAACS), 2013
Education and Culture, 2015
Education and Culture, 2015
Journal of the American Association for the Advancement of Curriculum Studies (JAAACS), 2010
Journal of the American Association for the Advancement of Curriculum Studies (JAAACS), 2014
In her 2011 text, Engendering Curriculum History, curriculum theorist Petra Munroe Hendry views t... more In her 2011 text, Engendering Curriculum History, curriculum theorist Petra Munroe Hendry views the history of Western knowledge production and reproduction through the lens of gender. True to her time and field, Hendry seeks to disrupt familiar disciplinary narratives, citing Foucault's notion of effective history as grounds for her claim that history "becomes "effective" to the degree it introduces discontinuity into our very being-as it divides our emotions, dramatizes our instincts, multiplies our body and sets it against itself " (p. 4).
Education and Culture, 2009
Contrary to the assumptions of those who pair Dewey and Piaget based on progressivism's recent hi... more Contrary to the assumptions of those who pair Dewey and Piaget based on progressivism's recent history, Dewey shared broader concerns with Vygotsky (whose work he never read). Both Dewey and Vygotsky emphasized the role of cultural forms and meanings in perpetuating higher forms of human thought, whereas Piaget focused on the role played by logical and mathematical reasoning. On the other hand, with Piaget, Dewey emphasized the nurture of independent reasoning central to the liberal Protestant heritage the two men shared. Indeed, Dewey's broad theorizing of democracy's implications for schooling can be seen to integrate the research emphases of the two psychologists.
Peter Lang New York, 2012
Journal of the American Association for the Advancement of Curriculum Studies (JAAACS), 2016
Journal of the American Association for the Advancement of Curriculum Studies (JAAACS), Nov 30, 2016
As a philosopher of education interested in pragmatism's potential for fostering democratic relat... more As a philosopher of education interested in pragmatism's potential for fostering democratic relations, Gert Biesta has concerned himself quite directly with the workings of schools. He has attended, as Dewey did, to articulating the commitments of a distinctively democratic school practice and to considering the ways in which contemporary ideas about learning have shaped school practice. Drawing upon his background in postwar continental philosophy, Biesta has also opened up a number of challenging constructs that can be seen as relevant for educators, interpreting these with pedagogical purposes specifically in mind. In his most recent book, The Beautiful Risk of Education, Biesta engages with figures such as Lévinas, Derrida, Foucault, Rancière, and Arendt in order to reconsider traditional democratic notions such as autonomy and equality and to advance two others he has identified as central, 'uniqueness' and 'coming into the world' (Biesta, 2014). 1 Both of these latter notions speak to the subjective quality of an individual life, to the philosophical purposes and political possibilities of claiming a sense of one's singular subjectivity in relation to others through joint action in the world. Biesta is interested in multiplying the circumstances within which people matter as individuals and believes that educators are well situated to foster such occasions by creating spaces for thoughtful exchanges regarding the actions and understandings of their students. The 'beautiful risk' he cites in his title refers to the uncertainty that Biesta sees as inevitably pervading all attempts to educate the young: he speaks of pedagogical relations as delicate and contingent systems that can be influenced, but never controlled and that, in turn, can influence, but never reliably constrain or organize students' emerging outlooks and interpretations.
Journal of the American Association for the Advancement of Curriculum Studies (JAAACS), 2006
Perhaps most importantly, Egan raises key questions regarding the role of twentieth century devel... more Perhaps most importantly, Egan raises key questions regarding the role of twentieth century developmental research in the conceptualization and promotion of progressive educational practice across those years. In addition, Egan begins an analysis of what can arguably be seen as a reflexive deference to the "natural" drives and proclivities of children on the part of some progressive educators-be they curricular theoreticians, developmental researchers, or practitioners (Egan does not distinguish). Finally, Egan raises a useful historical question regarding lingering influences of Herbert Spencer's largely discredited scholarship within the world of educational theory.
Journal of the American Association for the Advancement of Curriculum Studies (JAAACS), Dec 5, 2019
I come to this book as a White scholar who identifies as both learning and curriculum theorist, w... more I come to this book as a White scholar who identifies as both learning and curriculum theorist, who has intersected with the world of curriculum theory primarily as a student of pragmatists such as
Proceedings of the 2019 AERA Annual Meeting, 2019
Peter Lang New York, 2012
Language and Education, 2009
Journal of the American Association for the Advancement of Curriculum Studies (JAAACS), Nov 30, 2016
Journal of the American Association for the Advancement of Curriculum Studies (JAAACS), Aug 21, 2017
Journal of the American Association for the Advancement of Curriculum Studies (JAAACS), 2013
Education and Culture, 2015
Education and Culture, 2015
Journal of the American Association for the Advancement of Curriculum Studies (JAAACS), 2010
Journal of the American Association for the Advancement of Curriculum Studies (JAAACS), 2014
In her 2011 text, Engendering Curriculum History, curriculum theorist Petra Munroe Hendry views t... more In her 2011 text, Engendering Curriculum History, curriculum theorist Petra Munroe Hendry views the history of Western knowledge production and reproduction through the lens of gender. True to her time and field, Hendry seeks to disrupt familiar disciplinary narratives, citing Foucault's notion of effective history as grounds for her claim that history "becomes "effective" to the degree it introduces discontinuity into our very being-as it divides our emotions, dramatizes our instincts, multiplies our body and sets it against itself " (p. 4).
Education and Culture, 2009
Contrary to the assumptions of those who pair Dewey and Piaget based on progressivism's recent hi... more Contrary to the assumptions of those who pair Dewey and Piaget based on progressivism's recent history, Dewey shared broader concerns with Vygotsky (whose work he never read). Both Dewey and Vygotsky emphasized the role of cultural forms and meanings in perpetuating higher forms of human thought, whereas Piaget focused on the role played by logical and mathematical reasoning. On the other hand, with Piaget, Dewey emphasized the nurture of independent reasoning central to the liberal Protestant heritage the two men shared. Indeed, Dewey's broad theorizing of democracy's implications for schooling can be seen to integrate the research emphases of the two psychologists.
Peter Lang New York, 2012
Journal of the American Association for the Advancement of Curriculum Studies (JAAACS), 2016
Journal of the American Association for the Advancement of Curriculum Studies (JAAACS), Nov 30, 2016
As a philosopher of education interested in pragmatism's potential for fostering democratic relat... more As a philosopher of education interested in pragmatism's potential for fostering democratic relations, Gert Biesta has concerned himself quite directly with the workings of schools. He has attended, as Dewey did, to articulating the commitments of a distinctively democratic school practice and to considering the ways in which contemporary ideas about learning have shaped school practice. Drawing upon his background in postwar continental philosophy, Biesta has also opened up a number of challenging constructs that can be seen as relevant for educators, interpreting these with pedagogical purposes specifically in mind. In his most recent book, The Beautiful Risk of Education, Biesta engages with figures such as Lévinas, Derrida, Foucault, Rancière, and Arendt in order to reconsider traditional democratic notions such as autonomy and equality and to advance two others he has identified as central, 'uniqueness' and 'coming into the world' (Biesta, 2014). 1 Both of these latter notions speak to the subjective quality of an individual life, to the philosophical purposes and political possibilities of claiming a sense of one's singular subjectivity in relation to others through joint action in the world. Biesta is interested in multiplying the circumstances within which people matter as individuals and believes that educators are well situated to foster such occasions by creating spaces for thoughtful exchanges regarding the actions and understandings of their students. The 'beautiful risk' he cites in his title refers to the uncertainty that Biesta sees as inevitably pervading all attempts to educate the young: he speaks of pedagogical relations as delicate and contingent systems that can be influenced, but never controlled and that, in turn, can influence, but never reliably constrain or organize students' emerging outlooks and interpretations.
Journal of the American Association for the Advancement of Curriculum Studies (JAAACS), 2006
Perhaps most importantly, Egan raises key questions regarding the role of twentieth century devel... more Perhaps most importantly, Egan raises key questions regarding the role of twentieth century developmental research in the conceptualization and promotion of progressive educational practice across those years. In addition, Egan begins an analysis of what can arguably be seen as a reflexive deference to the "natural" drives and proclivities of children on the part of some progressive educators-be they curricular theoreticians, developmental researchers, or practitioners (Egan does not distinguish). Finally, Egan raises a useful historical question regarding lingering influences of Herbert Spencer's largely discredited scholarship within the world of educational theory.
Journal of the American Association for the Advancement of Curriculum Studies (JAAACS), Dec 5, 2019
I come to this book as a White scholar who identifies as both learning and curriculum theorist, w... more I come to this book as a White scholar who identifies as both learning and curriculum theorist, who has intersected with the world of curriculum theory primarily as a student of pragmatists such as
Proceedings of the 2019 AERA Annual Meeting, 2019
Peter Lang New York, 2012
Language and Education, 2009