| Re-imagining Teaching: Progressive Pedagogies in Experimental Schools in Transnational Perspective, 1894-1932 | | Projekt - Fak. 2 - Englisch |  | | Status: | abgeschlossen | | | Kurzinhalt: | Apple and Beane (2007) believe that the pursuit of neoliberal aims of education has cut our connection with progressive schools of the past: they write, “Shall we forget that ‘developmentally responsive’ practices stretch back to the progressive, child centred schools created more than a century ago?” (p. 8). Indeed, John Dewey and his daughter Evelyn Dewey published Schools of Tomorrow in 1915, profiling schools in the United States in which new education ideas were put into practice. Our research is inspired by the Deweys’ use of illustrative cases to explore the theory practice relationship with a focus on teachers and it responds to Bean and Apple’s plea to pay attention to lessons from the past. The research also reflects the transnational circulation of new education ideas over the first decades of the twentieth century (Passow, 1982? Popkewitz, 2005? Röhrs & Lenhart, 1995) by exploring case study schools in five countries: John Dewey’s laboratory school at the University of Chicago (18941904); Jardim de Infância da Escola Caetano Campos in S?o Paulo (18961930); the Malting House School in Cambridge (1924-1929) directed by Susan Isaacs? the Hietzing School in Vienna cofounded by Anna Freud (1927-1932); and Stanislav Shatsky's Experimental Station School in Moscow, Russia (1917 -1925).
Although the Sao Paulo school continues today, none of the other institutions lasted more than a decade. However, to borrow a phrase from Dewey scholar Albert Balz (1949), they endure in historical memory as “symbols of the possible” (p. 328)—namely, of the promise of education to be individually and socially transformative. Moreover, insofar as the schools also functioned as stages for practicing the possible, their legacy endures in the later programs that Isaacs, Freud, and others established.
This study is funded by an Insight Grant from the Social Sciences and Humanities Research Council of Canada and by a Research Grant from the Froebel Trust (UK).
[kürzen] | | titel:
(andere Sprache) | Re-imagining Teaching: Progressive Pedagogies in Experimental Schools in Transnational Perspective, 1894-1932 | | | Projektdauer: | 01.02.2017 bis 01.10.2020 | | | Projektbeteiligte: |
Dr. Nawrotzki, Kristen (Leitung) [Profil]
| | | | In Zusammenarbeit mit: | Larry Prochner, University of Alberta/Kanada
Yordanka Valkanova, Canterbury Christ Church University/Großbritannien
Alessandra Arce Hai, Universidade Federal de Sao Carlos/Brasilien
Helen May, University of Otago/Neuseeland
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Vorträge
Nawrotzki, K. (2019). Reimagining Teaching, Reimagining the Child: Experimental Schools in Brazil, England, and Austria, 1894-1932., Roehampton University, London/UK. 
Nawrotzki, K. (2018). "An outlook towards learning and life”: Teaching and learning in the Hietzing school (1927-1932)., ISCHE, Berlin.
Nawrotzki, K. (2018). Preschool history: A Transnational Practice, Stockholm University, Sweden.
Nawrotzki, K. (2018). Seeking unity – and finding it? A typology of Kindergarten pasts. , IFS Conference, Hiroshima/Japan.
Nawrotzki, K. (2017). Reimagining Teaching: The Hietzing School & Progressive Pedagogy in Transnational Perspective, Örebro University, Sweden.
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