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  1. Frank Margonis (forthcoming). Leftist Pedagogy and Enlightenment Faith. Philosophy of Education.
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  2. Frank Margonis (forthcoming). New Problems in Child-Centered Pedagogy. Philosophy of Education.
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  3. Mark Brenneman & Frank Margonis (2012). Degrees of Disenchantment: A Review Essay. Educational Theory 62 (2):225-247.
    In this review essay, Mark Brenneman and Frank Margonis address three recent book-length contributions to the ongoing discussion around cosmopolitanism and educational thought: Mark Olssen's Liberalism, Neoliberalism, Social Democracy: Thin Communitarian Perspectives on Political Philosophy and Education, Sharon Todd's Toward an Imperfect Education: Facing Humanity, Rethinking Cosmopolitanism, and Ilan Gur-Ze’ev's Beyond the Modern-Postmodern Struggle in Education: Toward Counter-Education and Enduring Improvisation. Brenneman and Margonis argue that these contributions exhibit a marked disenchantment with Enlightenment conceptions of human possibilities as these inform (...)
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  4. Frank Margonis (2011). In Pursuit of Respectful Teaching and Intellectually-Dynamic Social Fields. Studies in Philosophy and Education 30 (5):433-439.
    In contrast to educational policies in the U.S., which assume an individualistic path of success and promote the assimilation of students, this essay argues for pedagogies where teachers focus upon facilitating the development of strong relationships en route to creating exciting educational environments and fertile contexts for social justice movements. Powerful teachers model the process whereby a commitment to appreciating the perspectives of individual students is combined with the orchestration of a dynamic intersubjective context, because such contexts call out the (...)
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  5. Frank Margonis (2010). Review of Alexander Sidorkin, Labor of Learning: Market and the Next Generation of Educational Reform. [REVIEW] Studies in Philosophy and Education 29 (6):569-576.
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  6. Frank Margonis (2009). John Dewey's Racialized Visions of the Student and Classroom Community. Educational Theory 59 (1):17-39.
    John Dewey’s willingness to endorse a remedial form of education for African American students offers us a rare glimpse of the racial assumptions underlying Dewey’s educational philosophy. By considering a variety of clues — Dewey’s silences on racial equality, his understanding of race and racial progress, and his respective prescriptions for European American and African American students — Frank Margonis offers in this essay a speculative case suggesting that the visionary child‐centered education for which Dewey was most well‐known was intended (...)
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  7. Frank Margonis (2007). John Dewey, WEB Du Bois and Alain Locke: A Case Study in White Ignorance and Intellectual Segregation. In Shannon Sullivan Nancy Tuana (ed.), Race and Epistemologies of Ignorance. 173--95.
  8. Frank Margonis (2007). Reconstructing Pragmatism to Address Racial Injustice. Journal of Philosophy of Education 41 (1):141–149.
    Bill Lawson and Donald Koch's book Pragmatism and the Problem of Race offers a range of essays that explore the relation of pragmatic philosophy to race and racial injustice. The authors hope to understand and correct for the systematic ignorance regarding race that characterised the social philosophy of John Dewey. Some of the authors document Dewey's distance from racial matters, while other authors defend particular aspects of Dewey's pragmatic method; and some authors develop reconstructions of Dewey's position to enable it (...)
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  9. Frank Margonis (2003). Paulo Freire and Post-Colonial Dilemmas. Studies in Philosophy and Education 22 (2):145-156.
  10. Frank Margonis (1998). Theories of Conviction: The Return of Marxist Theorizing. Educational Theory 48 (1):85-101.
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  11. Frank Margonis (1993). Marxism, Liberalism, and Educational Theory1. Educational Theory 43 (4):449-465.
  12. Ladd Holt & Frank Margonis (1992). Critical Theory of a Conservative Stamp. Educational Theory 42 (2):231-250.
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