7 found
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  1.  48
    Rousseau's Imaginary Friend: Childhood, Play, and Suspicion of the Imagination in Emile.Amy B. Shuffelton - 2012 - Educational Theory 62 (3):305-321.
    In this essay Amy Shuffelton considers Jean-Jacques Rousseau's suspicion of imagination, which is, paradoxically, offered in the context of an imaginative construction of a child's upbringing. First, Shuffelton articulates Rousseau's reasons for opposing children's development of imagination and their engagement in the sort of imaginative play that is nowadays considered a hallmark of early and middle childhood. Second, she weighs the merits of Rousseau's opposition, which runs against the consensus of contemporary social science research on childhood imaginative play. Ultimately, Shuffelton (...)
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  2.  20
    A Matter of Friendship: Educational Interventions Into Culture and Poverty.Amy B. Shuffelton - 2013 - Educational Theory 63 (3):299-316.
    Contemporary educational reformers have claimed that research on social class differences in child raising justifies programs that aim to lift children out of poverty by means of cultural interventions. Focusing on the Knowledge Is Power Program (KIPP), Ruby Payne's “aha! Process,” and the Harlem Children's Zone as examples, Amy Shuffelton argues that such programs, besides overstepping the social science research, are ethically illegitimate insofar as they undermine the equitable development of civic agency. Shuffelton invokes Aristotelian civic friendship, particularly as interpreted (...)
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  3.  13
    Philia and Pedagogy ‘Side by Side’: The Perils and Promise of Teacher–Student Friendships.Amy B. Shuffelton - 2012 - Ethics and Education 7 (3):211-223.
    . Philia and pedagogy ‘side by side’: the perils and promise of teacher–student friendships. Ethics and Education: Vol. 7, Creating spaces, pp. 211-223. doi: 10.1080/17449642.2013.766541.
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  4.  8
    Collaboration: The Politics of Working Together.Amy B. Shuffelton - 2018 - Educational Theory 68 (2):147-160.
  5.  14
    Getting the Distance Right: Ideal and Nonideal Theory in Philosophy of Education.Amy B. Shuffelton - 2015 - Educational Theory 65 (2):203-214.
    When the debate over the value of ideal and nonideal theory crosses from political philosophy into philosophy of education, do the implications of the debate shift, and, if so, how? In this piece, Amy Shuffelton considers the premise that no normative political theory, ideal or nonideal, is of any use to human beings unless it can be affiliated with a credible educational theory that connects human beings as they are to human beings as that theory requires them to become. In (...)
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  6.  2
    Opting Out or Opting In? Test Boycott and Parental Engagement in American Public Education.Amy B. Shuffelton - 2020 - Educational Theory 70 (3):317-334.
  7.  7
    The Chicago Teachers Strike and Its Public.Amy B. Shuffelton - 2014 - Education and Culture 30 (2):21-33.
    “Chicago is the place to make you recognize at every turn the absolute opportunity which chaos affords—it is sheer Matter with no standards at all,” John Dewey wrote to his wife Alice on an early visit there.1 Such a city, which had become the geographical nexus of American industrial democracy, pushed Dewey to consider the problems industrial modes of organization pose for democratic theory. His reconceptualization of democracy, and the refinements and clarifications to it that he made over the years, (...)
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