Inventing the Modern Self and John Dewey: Modernities and the Traveling of Pragmatism in Education
David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jonathan Jenkins Ichikawa
Jack Alan Reynolds
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Thomas S. Popkewitz (ed.)
Palgrave Macmillan (2005)
Pragmatism provoked both admiration and fear, as global changes brought into the twentieth century provoked a revisioning of the cultural narratives about who the citizen and child are and should be. In a new book edited by Thomas S. Popkewitz, scholars representing twelve nations provide original chapters to explore the epistemic features and cultural theses figured in Dewey's writings as they assembled in the discourses of public schooling. The significance of Dewey in the book is not about Dewey as the messenger of pragmatism, but in locating different cultural, political, and educational terrains in which debates about modernity, the modern self, and the making of the citizen occurred.
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Citations of this work BETA
Thomas S. Popkewitz, Ulf Olsson & Kenneth Petersson (2006). The Learning Society, the Unfinished Cosmopolitan, and Governing Education, Public Health and Crime Prevention at the Beginning of the Twenty-First Century. Educational Philosophy and Theory 38 (4):431–449.
Thomas S. Popkewitz (2007). Alchemies and Governing: Or, Questions About the Questions We Ask. Educational Philosophy and Theory 39 (1):64–83.
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