9 found
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  1.  5
    #NeverAgainMSD Student Activism: Lessons for Agonist Political Education in an Age of Democratic Crisis.Kathleen Knight Abowitz & Dan Mamlok - 2020 - Educational Theory 70 (6):731-748.
  2.  44
    What makes a public school public? A framework for evaluating the civic substance of schooling.Chris Higgins & Kathleen Knight Abowitz - 2011 - Educational Theory 61 (4):365-380.
  3.  47
    Achieving public schools.Kathleen Knight Abowitz - 2011 - Educational Theory 61 (4):467-489.
    Public schools are functionally provided through structural arrangements such as government funding, but public schools are achieved in substance, in part, through local governance. In this essay, Kathleen Knight Abowitz explains the bifocal nature of achieving public schools; that is, that schools are both subject to the unitary Public compact of constitutional principles as well as to the more local engagements with multiple publics. Knight Abowitz sketches this bifocal nature, exploring both the unitary ideal and its parameters, as well as (...)
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  4.  21
    Imagining Democratic Futures for Public Universities: Educational Leadership Against Fatalism's Temptations.Kathleen Knight Abowitz - 2016 - Educational Theory 66 (1-2):181-197.
    At current rates, almost all U.S. public universities could reach a point of zero state subsidy within the next fifty years. What is a public university without public funding? In this essay, Kathleen Knight Abowitz considers the future of public universities, drawing upon the analysis provided in John Dewey's Democracy and Education. Knight Abowitz conducts an initial institutional analysis through two broad prisms: that of the political landscape that authorizes universities as public institutions, and that of the present political–economic context (...)
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  5.  9
    In Memoriam: Dennis Carlson.Kathleen Knight Abowitz - 2015 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 51 (5):407-409.
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  6.  36
    Introduction: Maxine Greene on Democracy and the Social Imagination.Kathleen Knight Abowitz - 2016 - Education and Culture 32 (1):1.
    In assembling scholars for the John Dewey Symposium for the 2015 Annual Meeting in Chicago, I sought thinkers who would critically engage Maxine Greene’s philosophy of democratic education. The recent death of Greene, long-time member of the Society, friend and teacher of many members, and John Dewey Lecturer in 1988, had left a powerful absence among educational philosophers, and many had honored her legacy with loving tributes. The Symposium’s aim was to bring together scholars in critical engagement with her work.Greene (...)
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  7.  52
    The fallacies of flatness: Thomas Friedman's the world is flat.Kathleen Knight Abowitz & Jay Roberts - 2007 - Journal of Philosophy of Education 41 (3):471–481.
    Thomas Friedman’s best-selling The World is Flat has exerted much influence in the west by providing both an accessible analysis of globalisation and its economic and social effects, and a powerful cultural metaphor for globalisation. In this review, we more closely examine Friedman’s notion of the social contract, the moral centre of his hopeful vision of a globalised world. While Friedman’s social contract holds a more generous view of social and state obligation than his neoliberal economic analysis might otherwise allow, (...)
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  8.  10
    Virtual Charter Schools and the Democratic Aims of Education.Dustin Hornbeck, Kathleen Knight Abowitz & Andrew Saultz - 2019 - Education and Culture 35 (2):3.
    “When citizens can associate only in certain cases, they regard association as a rare and singular process, and they hardly think of it. When you allow them to associate freely in everything, they end up seeing in association the universal and, so to speak, unique means that men can use to attain the various ends that they propose. Each new need immediately awakens the idea of association. The art of association then becomes, as I said above, the mother science; everyone (...)
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  9. Social foundations,'disciplinarity,'and democracy.Richard A. Quantz & Kathleen Knight Abowitz - 2002 - Educational Studies 33 (1):24-34.