Article in Response to Controversy
To move from a “model of scholarship where students are treated as passive vessels to be filled, to a problem-posing, relational, publicly engaged critical pedagogy that connects to public work that they hold to be meaningful…requires an organizing approach to teaching” (Sandro, 2002).
Education organizing has been added to many community organizers’ portfolio in recent years. To sustain, for the long term, the power they gain over social and economic policy and practices that are detrimental to their community, organizers understand it is essential to reduce the educational achievement gap between students of differently resourced families and to assure their members’ children are well educated. Some, such as legendary civil rights organizer Robert Moses, have gone so far as to demand a constitutional right to a quality education for all children. For Moses, it will take a grassroots movement modeled after the Civil Rights Movement to amend the Constitution and transform public schools (Perry, Moses, Cortes, Delpit & Wayne, 2010).
"Dewey and an “Organizing Approach to Teaching”,"
Journal of Educational Controversy: Vol. 6:
1, Article 11.
Available at: https://cedar.wwu.edu/jec/vol6/iss1/11
Subjects - Topical (LCSH)
Education--Philosophy; Educational equalization--United States; Social rights--United States; Economic security--United States; Community education--United States; Social justice and education--United States
Subjects - Names (LCNAF)
Dewey, John, 1859-1952