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Frank Margonis [14]Frank George Margonis [1]
  1.  11
    John Dewey's Racialized Visions of the Student and Classroom Community.Frank Margonis - 2009 - 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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  2. New Problems in Child-Centered Pedagogy.Frank Margonis - forthcoming - Philosophy of Education.
     
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  3.  8
    Monstrous Generosity: Pedagogical Affirmations of the “Improper”.Gregory N. Bourassa & Frank Margonis - 2017 - Studies in Philosophy and Education 36 (6):615-632.
    This article focuses upon monstrously generous teaching styles, enacted in neocolonial educational contexts, where the interactions between students and teachers are sometimes tense and mistrustful. The tensions between students and teachers are explained by discussing the ways in which schools—in the theoretical perspective of Roberto Esposito—operate to immunize the society against youth deemed improper. Utilizing the theories of Antonio Negri, James Baldwin, and W.E.B. Du Bois, the characterization of students as monstrous is discussed and an inversion is suggested, whereby students (...)
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  4.  25
    In Pursuit of Respectful Teaching and Intellectually-Dynamic Social Fields.Frank Margonis - 2011 - 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.  12
    John Dewey, WEB Du Bois and Alain Locke: A Case Study in White Ignorance and Intellectual Segregation.Frank Margonis - 2007 - In Shannon Sullivan Nancy Tuana (ed.), Race and Epistemologies of Ignorance. pp. 173--95.
  6.  34
    Paulo Freire and Post-Colonial Dilemmas.Frank Margonis - 2003 - Studies in Philosophy and Education 22 (2):145-156.
  7.  21
    Review of Alexander Sidorkin, Labor of Learning: Market and the Next Generation of Educational Reform. [REVIEW]Frank Margonis - 2010 - Studies in Philosophy and Education 29 (6):569-576.
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  8.  3
    Critical Theory of a Conservative Stamp.Ladd Holt & Frank Margonis - 1992 - Educational Theory 42 (2):231-250.
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  9.  5
    Marxism, Liberalism, and Educational Theory1.Frank Margonis - 1993 - Educational Theory 43 (4):449-465.
  10.  7
    Theories of Conviction: The Return of Marxist Theorizing.Frank Margonis - 1998 - Educational Theory 48 (1):85-101.
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  11.  8
    Reconstructing Pragmatism to Address Racial Injustice.Frank Margonis - 2007 - 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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  12.  3
    Degrees of Disenchantment: A Review Essay.Mark Brenneman & Frank Margonis - 2012 - 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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  13. Leftist Pedagogy and Enlightenment Faith.Frank Margonis - forthcoming - Philosophy of Education.
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