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Amy Shuffelton [16]Amy B. Shuffelton [13]
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Amy Shuffelton
Loyola University, Chicago
  1.  54
    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.  25
    Jean‐Jacques Rousseau, the Mechanised Clock and Children's Time.Amy Shuffelton - 2017 - Journal of Philosophy of Education 51 (4):837-849.
    This article explores a perplexing line from Rousseau's Emile: his suggestion that the ‘most important rule’ for the educator is ‘not to gain time but to lose it’. An analysis of what Rousseau meant by this line, the article argues, shows that Rousseau provides the philosophical groundwork for a radical critique of the contemporary cultural framework that supports homework, standardised testing, and the competitive extracurricular activities that consume children's time. He offers important insights to contemporary parents and educators wishing to (...)
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  3.  1
    The Monstrosity of Parental Involvement.Amy Shuffelton - 2018 - Philosophy of Education 74:64-76.
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  4.  26
    Parental Involvement and Public Schools: Disappearing Mothers in Labor and Politics.Amy Shuffelton - 2016 - Studies in Philosophy and Education 36 (1):21-32.
    In this article, I argue that the material and rhetorical connection between “parental involvement” and motherhood has the effect of making two important features of parental involvement disappear. Both of these features need to be taken into account to think through the positive and negative effects of parental involvement in public schooling. First, parental involvement is labor. In the following section of this paper, I discuss the work of feminist scholars who have brought this to light. Second, parental involvement remains (...)
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  5.  33
    Estranged Familiars: A Deweyan Approach to Philosophy and Qualitative Research.Amy Shuffelton - 2015 - Studies in Philosophy and Education 34 (2):137-147.
    This essay argues that philosophy can be combined with qualitative research without sacrificing the aims of either approach. Philosophers and qualitative researchers have articulated and supported the idea that human meaning-constructions are appropriately grasped through close attention to “consequences incurred in action,” in Dewey’s words. Furthermore, scholarship in both domains explores alternative possibilities to familiar constructions of meaning. The essay explains by means of a concrete example the approach I took to hybridizing these approaches. It describes an ethnographic and philosophical (...)
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  6.  14
    Consider Your Man Card Reissued: Masculine Honor and Gun Violence.Amy Shuffelton - 2015 - Educational Theory 65 (4):387-403.
    In this article, Amy Shuffelton addresses school shootings through an investigation of honor and masculinity. Drawing on recent scholarship on honor, including Bernard Williams's Shame and Necessity and Kwame Anthony Appiah's The Honor Code, Shuffelton points out that honor has been misconstrued as exclusively a matter of hierarchical, competitive relationships. A second kind of honor, which exists within relationships of mutual respect between equals, she suggests, merits theorists' further consideration. In its hierarchical mode, honor is often a source of violent (...)
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  7.  23
    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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  8.  6
    Thinking About Pedagogy: A Collection of Articles.Amy B. Shuffelton - 2022 - Studies in Philosophy and Education 41 (1):1-2.
  9.  9
    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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  10.  19
    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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  11. Every Tool is a Weapon if You Hold It Right: Solidarity, Civics Education, and Use-Oriented Politics.Derek Gottlieb & Amy Shuffelton - 2019 - Philosophy of Education 75:99-111.
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  12.  8
    Liberal Attachments: Cultivating Civic Identifications.Derek Gottlieb & Amy B. Shuffelton - 2020 - Educational Theory 70 (6):749-767.
  13.  8
    Democracy in Crisis and Education: Educating for Citizenship in the Age of Populism.Amy B. Shuffelton & Kurt Stemhagen - 2020 - Educational Theory 70 (6):685-699.
  14.  8
    Opting Out or Opting In? Test Boycott and Parental Engagement in American Public Education.Amy B. Shuffelton - 2020 - Educational Theory 70 (3):317-334.
  15.  17
    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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  16.  9
    Collaboration: The Politics of Working Together.Amy B. Shuffelton - 2018 - Educational Theory 68 (2):147-160.
  17.  13
    Theorizing Gun Violence in Schools: Philosophy, Not Silver Bullets.Amy Shuffelton - 2015 - Educational Theory 65 (4):363-369.
  18.  12
    ‘New Fatherhood’ and the Politics of Dependency.Amy Shuffelton - 2014 - Journal of Philosophy of Education 48 (2):216-230.
    Although ‘new fatherhood’ promises a reconstruction of the domesticity paradigm that positions fathers as breadwinners and mothers as caretakers, it maintains the notion that families are self-supporting entities and thereby neglects the extensive interdependence involved in raising children. As a result, it cannot successfully overturn this paradigm and hampers our ability to reimagine relationships along lines that would better serve parents' and children's wellbeing. This article raises these issues through an exploration of ‘daddy-daughter dances’, which manifest new fatherhood discourse as (...)
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  19.  8
    Disappearing Goods: Invisible Labor and Unseen (Re)Production in Education.Amy Shuffelton & Jessica Hochman - 2016 - Studies in Philosophy and Education 36 (1):1-5.
    In this article, I argue that the material and rhetorical connection between “parental involvement” and motherhood has the effect of making two important features of parental involvement disappear. Both of these features need to be taken into account to think through the positive and negative effects of parental involvement in public schooling. First, parental involvement is labor. In the following section of this paper, I discuss the work of feminist scholars who have brought this to light. Second, parental involvement remains (...)
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  20.  1
    Why Posthumanism Now?Amy Shuffelton - 2017 - Philosophy of Education 73:277-280.
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  21.  1
    Symposium Introduction: Building Bridges.Heather Greenhalgh-Spencer & Amy B. Shuffelton - forthcoming - Educational Theory.
  22. How Dear the Gift of Laughter.Amy B. Shuffelton - 2014 - Philosophy of Education 70:21-24.
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  23. How Mothers Divide the Apple Pie: Maternal and Civic Thinking in the Age of Neoliberalism.Amy B. Shuffelton - 2013 - Philosophy of Education 69:328-336.
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  24. Is There a Bartender in the House?Amy Shuffelton - 2015 - Philosophy of Education 71:207-210.
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  25. Motivating Citizens to Choose Otherwise.Amy Shuffelton - 2008 - Philosophy of Education 64:342-344.
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  26. On the Ethics of Teacher–Student Friendships.Amy Shuffelton - 2011 - Philosophy of Education 67:81-89.
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