John Freeman-Moir
Biographic Data
| ID | 1370045 |
|---|---|
| NAME | John Freeman-Moir |
| GIVEN NAMES | John |
| FAMILY NAME | Freeman-Moir |
| SIGNATURE | FREEMAN-MOIR J |
| AFFILIATIONS | University of Canterbury |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1986 |
| LATEST PUBLICATION YEAR | 2013 |
| H-INDEX | 1 |
Better Worlds: Education, Art, and Utopia
Better Worlds: Education, Art, and Utopia provides a fresh examination of utopia and education. Adopting an interdisciplinary approach and drawing on literature and the visual arts as well as traditional non-fiction sources, the authors explore utopia not as a model of social perfection but as the active, imaginative building of better worlds. Utopian questions, they argue, lie at the heart of education, and addressing such questions demands atte…
The Servant: Class estrangement as experience in Grazia Deledda’s Canne al vento
The servant lives within the social relations of feudal class estrangement. He is a natural moralist who keeps his eyes and his mind open, amidst the compromises, intricacies, and oppression of being a servant, and he sees and understands a good deal more than those around him. Above all, he is a craftsman of experience who, in making history with only a few resources, lives an examined life, and turns estrangement into a life lived for others. A…
Crafting Experience
In different yet resonating ways both William Morris and John Dewey turned their attention to utopian experience as everyday making and doing. Dewey developed a holistic analysis of human action that contains intimations of utopia as well as a critique of fractured experience. Morris is well known for his vivid picture of utopia as life lived artfully. Comparisons have been noted between Morris and Dewey but not explored in detail. This article l…
Edutopias: New Utopian Thinking in Education
Education has always been part of the search for the ideal society and, therefore, an important part of the utopian tradition in Western culture, politics and literature. Education has often served to define the ideal society or to provide the principal means of creating it. This unique collection of essays by well known scholars from around the world examines the role of edutopias in the utopian tradition, examining its sources and sites as a me…
What is to be done with radical academic practice
Since the mid 1970s, radical analysis of formal educational institutions has become dominated by a form of academic Marxism or neo-Marxism epitomised in the published work of Apple, Willis, Whitty and Giroux, among others. Such work usually includes 'Monday morning chapters' which seek to answer the question: What is to be done? The authors subject this form of theorising to a fundamental critique, seeing it as the product of the forms and proces…
What is to be done with radical academic practice
Since the mid 1970s, radical analysis of formal educational institutions has become dominated by a form of academic Marxism or neo-Marxism epitomised in the published work of Apple, Willis, Whitty and Giroux, among others. Such work usually includes 'Monday morning chapters' which seek to answer the question: What is to be done? The authors subject this form of theorising to a fundamental critique, seeing it as the product of the forms and proces…
Crafting Experience
In different yet resonating ways both William Morris and John Dewey turned their attention to utopian experience as everyday making and doing. Dewey developed a holistic analysis of human action that contains intimations of utopia as well as a critique of fractured experience. Morris is well known for his vivid picture of utopia as life lived artfully. Comparisons have been noted between Morris and Dewey but not explored in detail. This article l…
What is to be done with radical academic practice
Since the mid 1970s, radical analysis of formal educational institutions has become dominated by a form of academic Marxism or neo-Marxism epitomised in the published work of Apple, Willis, Whitty and Giroux, among others. Such work usually includes 'Monday morning chapters' which seek to answer the question: What is to be done? The authors subject this form of theorising to a fundamental critique, seeing it as the product of the forms and proces…
Edutopias: New Utopian Thinking in Education
Education has always been part of the search for the ideal society and, therefore, an important part of the utopian tradition in Western culture, politics and literature. Education has often served to define the ideal society or to provide the principal means of creating it. This unique collection of essays by well known scholars from around the world examines the role of edutopias in the utopian tradition, examining its sources and sites as a me…
Crafting Experience
In different yet resonating ways both William Morris and John Dewey turned their attention to utopian experience as everyday making and doing. Dewey developed a holistic analysis of human action that contains intimations of utopia as well as a critique of fractured experience. Morris is well known for his vivid picture of utopia as life lived artfully. Comparisons have been noted between Morris and Dewey but not explored in detail. This article l…
The Servant: Class estrangement as experience in Grazia Deledda’s Canne al vento
The servant lives within the social relations of feudal class estrangement. He is a natural moralist who keeps his eyes and his mind open, amidst the compromises, intricacies, and oppression of being a servant, and he sees and understands a good deal more than those around him. Above all, he is a craftsman of experience who, in making history with only a few resources, lives an examined life, and turns estrangement into a life lived for others. A…
Better Worlds: Education, Art, and Utopia
Better Worlds: Education, Art, and Utopia provides a fresh examination of utopia and education. Adopting an interdisciplinary approach and drawing on literature and the visual arts as well as traditional non-fiction sources, the authors explore utopia not as a model of social perfection but as the active, imaginative building of better worlds. Utopian questions, they argue, lie at the heart of education, and addressing such questions demands atte…
Sociology (5 works) · Aesthetics (3 works) · Epistemology (3 works) · Law (3 works) · Philosophy (3 works) · Political science (3 works) · Politics (3 works) · Critical and Liberation Pedagogy (2 works) · Critical Theory and Philosophy (2 works) · Political Economy and Marxism (2 works)