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2Caring as an Epistemic Relationship: Noddings, Peirce, and Triadic CaringPhilosophy of Education 65 341-349. 2009.
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2The Imperatives of Feeling: Alain Locke’s Critical Pragmatism and Commitments to Antiracist EducationPhilosophy of Education 70 70-78. 2014.
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3A Deweyan Approach to Integrity in an Age of Instrumental RationalityPhilosophy of Education 66 58-66. 2010.
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Perception, Context, and Silence: Reading John Dewey While Listening to John CagePhilosophy of Education 67 106-114. 2011.
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2Loving the Zombie: Arendtian Natality in a Time of LonelinessPhilosophy of Education 68 235-242. 2012.
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Putting the World in Peril: A Deweyan Aesthetic of Crisis in Social Justice EducationPhilosophy of Education 72 473-480. 2016.
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John Dewey and Social Justice EducationIn Charles L. Lowery & Patrick M. Jenlink (eds.), The Handbook of Dewey’s Educational Theory and Practice, Brill | Sense. 2019.
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20Growth and Resistance: How Deweyan Pragmatism Reconstructs Social Justice EducationEducational Theory 66 (1-2): 231-244. 2016.While Democracy and Education is often cited within the scholarship on and teaching of social justice education, it and Dewey's work generally remain underutilized. Peter Nelsen argues in this essay that Deweyan pragmatism offers rich resources for social justice education by exploring how Dewey's three-part conception of growth has both analytical and normative force. Nelsen makes this case by examining student resistance to engagement with social justice issues, and concludes from this analysi…Read more
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43An Overburdened Term: Dewey's Concept of "Experience" as Curriculum TheoryEducation and Culture 27 (1): 5-25. 2011.From the start, John Dewey's ideas about education have been prone to misunderstanding. One of the greatest casualties has been "experience," a term so routinely misappropriated that Dewey ultimately decided to abandon it. He wrote, "I would abandon the term 'experience' because of my growing realization that the historical obstacles which prevented understanding of my use of 'experience' are, for all practical purposes, insurmountable. I would substitute the term 'culture' because with its mean…Read more
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25Deweyan Tools for Inquiry and the Epistemological Context of Critical PedagogyEducational Studies: A Jrnl of the American Educ. Studies Assoc 47 (6): 561-582. 2011.This article develops the notion of resistance as articulated in the literature of critical pedagogy as being both culturally sponsored and cognitively manifested. To do so, the authors draw upon John Dewey's conception of tools for inquiry. Dewey provides a way to conceptualize student resistance not as a form of willful disputation, but instead as a function of socialization into cultural models of thought that actively truncate inquiry. In other words, resistance can be construed as the cogni…Read more
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64Oppression, Autonomy and the Impossibility of the Inner CitadelStudies in Philosophy and Education 29 (4): 333-349. 2010.This paper argues for a conception of autonomy that takes social oppression seriously without sapping autonomy of its valuable focus on individual self-direction. Building on recent work in relational accounts of autonomy, the paper argues that current conceptions of autonomy from liberal, feminist and critical theorists do not adequately account for the social features of belief formation. The paper then develops an alternative conception of relational autonomy that focuses on how autonomy cont…Read more
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32The Inquiry of CareEducational Theory 63 (4): 351-368. 2013.While discussions of the moral dimensions of the caring relation and their implications for teaching and learning are well developed within the literature, there has not been much analysis of the place of inquiry within our understanding of caring and the education inspired by it. Previous discussions offer important insight into what care-inspired education might entail, but they do not address how inquiry itself may be enhanced by an ethic of care. After arguing that we should consider reason …Read more
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