Realizing Opportunities: Cultivating a Deweyan-Inspired Interpretation of Democratic Curriculum and Pedagogy in Two Schools

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Abstract

This paper has two components, both of which draw upon Dewey’s vision for a democratic interpretation of curriculum and pedagogy. The first part of the paper is conceptual. It will overview a theory of curriculum development that extends Dewey’s notion that teaching is the supreme artistry in a society with democratic aspirations. Additionally, we contrast our theorizing with the pervasive conceptual underpinnings and problem-solving processes that govern dominant educational policies and practices in the United States. The second portion of the paper is an empirical examination of a three-year partnership between a university and two public school districts. Findings shed light upon developmental and cultural challenges encountered when educators are encouraged to apply this Deweyan inspired problem-solving theory.

Authors

• Daniel J Castner, Bellarmine University

• Jennifer Schneider, Kent State University

• James G. Henderson, Kent State University