Papers by Kathleen Kesson
Routledge eBooks, Jul 5, 2017
Práxis Educativa, 2023
Neohumanism is a philosophy propounded by Prabhat Rainjan Sarkar which recognizes that humanity n... more Neohumanism is a philosophy propounded by Prabhat Rainjan Sarkar which recognizes that humanity needs a new narrative that can provide the inspiration, direction, and tools with which to transform individual selves and collective futures. While acknowledging the vital role that Humanism has played in the historical march towards greater freedom, justice, peace, knowledge, and the utopian vision of a united humanity, Neohumanism challenges the limitations of Humanism, entangled as it is with the host of power/over tactics that characterize modernity. "Diversifying Universalism" explores Neohumanism and Neohumanist education alongside two dominant and contemporary paradigms of a global educational approach aimed at realizing the high ideals of a world united, internationalism and interculturalism, assessing their compatibilities and contrasts, examining their strengths and weaknesses, and suggesting ways in which the integration of certain principles and practices might result in a synthesis that is more comprehensive and effective than any of them alone.
Encyclopedia of Curriculum Studies, Oct 11, 2012
Summarizes William Doll\u27s analysis of behaviorist, constructivist, and chaos theorists and the... more Summarizes William Doll\u27s analysis of behaviorist, constructivist, and chaos theorists and their implications for curriculum; gives her view of the emergent metaphors (fresh language) for Doll\u27s implicate order and their potential for actualization as educational possibilities
Cautions against dichotomizing thought and practice (curriculum from pedagogy) and illustrates fr... more Cautions against dichotomizing thought and practice (curriculum from pedagogy) and illustrates from personal experience the potential of trying to combine them and the difficulties inherent therein
Wiley-Blackwell eBooks, Aug 24, 2010
... (Minneapolis, University of Minnesota Press). Deleuze, G. (1994) Difference and Repetition, P... more ... (Minneapolis, University of Minnesota Press). Deleuze, G. (1994) Difference and Repetition, P. Patton, trans. ... Dewey, J. (1916) Democracy and Education (New York, The Free Press).Dewey, J. (1989) Freedom and Culture (Buffalo, NY, Prometheus). ...
Routledge eBooks, Apr 14, 2016
Encyclopedia of Curriculum Studies, Oct 11, 2012
The Trumpeter, Jun 14, 2010
This paper focuses on how teachers in city schools are experiencing the labor process. It summari... more This paper focuses on how teachers in city schools are experiencing the labor process. It summarizes the concept of alienation, beginning with Hegel's metaphysical teleology, which was overturned by Feuerback and found its historical materialist expression in Marx's theory of alienated labor. The paper then revisits some of the work of critical education scholars who have applied versions of the theory of alienated labor to the work of teachers. It sets aspects of the theory alongside the responses of teachers interviewed in a preliminary study on how educators working in low performing schools experience the labor process, how they understand the larger political/economic issues, how they express critique, and how they resist alienation. The paper asserts that there is a contradiction apparent in policies supposedly designed to promote social equity for all students, which have as their consequence the production of alienated labor for teachers. In contrast to this, the paper highlights a model of teacher preparation and professional development that supports the development and exercise of quality professional judgments, suggesting that this is the most promising route to lasting and genuine teacher control over their own labor and meaningful and sustained improvement. (Contains 32 references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document.
Centers on a view of experience (throb) as coping actions, embodiments of experience, constructio... more Centers on a view of experience (throb) as coping actions, embodiments of experience, construction of meanings, annd enactment rituals
Complexifying Curriculum Studies, 2018
BRILL eBooks, 2007
ABSTRACT This volume integrates critical curriculum theory with best practice, extending John Dew... more ABSTRACT This volume integrates critical curriculum theory with best practice, extending John Dewey's and Maxine Greene's progressive educational philosophy into these two realms. The authors of the seven essays selected four theoretical topics and then applied these theories to practitioners' work. The book was constructed around a series of conversations in which Vermont curriculum leaders read and critiqued four curriculum-theory essays and provided feedback to the authors about ways that their ideas could be made more accessible and relevant. The book is based on the premise that theoretical work and the work of practitioners are mutually enriched by a continuous reflection on practice and by selected critical theorizing. Each chapter's author provides specific guidance on how his/her form of "emancipatory knowing" can be used to reflect on the practice of democratic curriculum leadership. The chapters are: "The Journey of Democratic Curriculum Leadership: An Overview" (James G. Henderson); "The Practice and Critical Study of Democratic Curriculum Leadership" (Kathleen R. Kesson); "Deliberation To Develop School Curricula" (Gail McCutcheon), "Understanding Curriculum Systems" (Noel Gough); "Critical Democracy and Education" (Joel Kincheloe); "Toward a Curriculum of Mythopoetic Meaning" (Kesson); and "Three Personal Reflections (Henderson, Kesson, Kerrin A. McCadden)." The members of the study group are introduced in chapter 2, and details on the educational environment in Vermont are incorporated into chapter 6. (Contains an index.) (RJM)
Reviews and critiques Pinar\u27s 2007 book, Intellectual Advancement through Disciplinarity; comp... more Reviews and critiques Pinar\u27s 2007 book, Intellectual Advancement through Disciplinarity; compares Pinar\u27s views with their own views on advancement of the field of curriculum studies in the context of a democratic society
Preface. 1. Curriculum Wisdom in Democratic Societies. 2. Pragmatism: A Philosophy for Democratic... more Preface. 1. Curriculum Wisdom in Democratic Societies. 2. Pragmatism: A Philosophy for Democratic Educators. 3. The Arts of Inquiry: Toward Holographic Thinking. 4. Personal and Structural Challenges. 5. Implications for Educational Practice. 6. Three Practitioner Commentaries. 7. Two Teacher Narratives. 8. Two Administrative Narratives. 9. Three International Commentaries. Afterword. Glossary. Index.
Educational Researcher, Mar 1, 2009
Each chapter includes references to leading ideas in the history of curriculum studies and to the... more Each chapter includes references to leading ideas in the history of curriculum studies and to the current state of the field. Collectively, these chapters illustrate the widely held view that curriculum is a "complicated conversation" (Pinar et al., 1995). Each chapter is also an illustration of Pinar working as an essayist committed to study at "the site of education" (Pinar, 2005, p. 70). 2 Pinar (2005) explains his understanding of study: Not instruction, not learning, but study constitutes the process of education, a view, McClintock (1971) tells us, [that is] grounded in "individuality," "autonomy," and "creativity" (p. 167).. .. From the point of view of study, self-formation follows from our individual appropriation of what is around us; this capacity for selection, for focus, for judgment, McClintock (1971) suggests, is the great mystery to be solved. This is, I submit, the mystery that autobiography purports not to solve, but to portray and complicate (Pinar, 1994).
Educational Researcher, Mar 1, 2009
Each chapter includes references to leading ideas in the history of curriculum studies and to the... more Each chapter includes references to leading ideas in the history of curriculum studies and to the current state of the field. Collectively, these chapters illustrate the widely held view that curriculum is a "complicated conversation" (Pinar et al., 1995). Each chapter is also an illustration of Pinar working as an essayist committed to study at "the site of education" (Pinar, 2005, p. 70). 2 Pinar (2005) explains his understanding of study: Not instruction, not learning, but study constitutes the process of education, a view, McClintock (1971) tells us, [that is] grounded in "individuality," "autonomy," and "creativity" (p. 167).. .. From the point of view of study, self-formation follows from our individual appropriation of what is around us; this capacity for selection, for focus, for judgment, McClintock (1971) suggests, is the great mystery to be solved. This is, I submit, the mystery that autobiography purports not to solve, but to portray and complicate (Pinar, 1994).
Educational Philosophy and Theory, 2010
... (Minneapolis, University of Minnesota Press). Deleuze, G. (1994) Difference and Repetition, P... more ... (Minneapolis, University of Minnesota Press). Deleuze, G. (1994) Difference and Repetition, P. Patton, trans. ... Dewey, J. (1916) Democracy and Education (New York, The Free Press).Dewey, J. (1989) Freedom and Culture (Buffalo, NY, Prometheus). ...
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Papers by Kathleen Kesson