Aaron Schutz
Biographic Data
| ID | 4496771 |
|---|---|
| NAME | Aaron Schutz |
| GIVEN NAMES | Aaron |
| FAMILY NAME | Schutz |
| SIGNATURE | SCHÜTZ A |
| AFFILIATIONS | University of Wisconsin–Milwaukee |
| VERIFIED | No |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 32 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 3 |
“If That’s Snobbery, Then I’m a Snob”: The Successful Fight to Create a Black, Middle-Class Enclave in Chatham, 1955–1960
Research Article| October 01 2020 “If That’s Snobbery, Then I’m a Snob”: The Successful Fight to Create a Black, Middle-Class Enclave in Chatham, 1955–1960 Aaron Schutz Aaron Schutz Aaron Schutz is Professor and Chair of the Department of Educational Policy and Community Studies at the University of Wisconsin-Milwaukee. He has published books on community organizing and theories of democratic engagement including Collective Action for Social Chan…
People Power: The Community Organizing Tradition of Saul Alinsky
People power: The community organizing tradition of Saul Alinsky
People Power is about how people can effectively organize to pursue justice, what power structures do in response to organizing, and how to beat the powers that be. Providing a vibrant story of many different organizers and organizations, its lessons are essential if we are to restore American democracy
Power and Trust in the Public Realm: John Dewey, Saul Alinsky, and the Limits of Progressive Democratic Education
Throughout the twentieth century, middle‐class progressives embraced visions of democracy rooted in their relatively privileged life experiences. Progressive educators developed pedagogies designed to nurture the individual voice within egalitarian classrooms, assuming that collective action in the public realm could be modeled on the relatively safe small‐group interactions they were familiar with in their families, schools, and associations. Pa…
Social Class, Social Action, and Education: The Failure of Progressive Democracy
Schutz demonstrates that progressive ideas of democracy emerged out of the practices of a new middle class, reacting, in part, against the more conflictive social struggles of the working-class. The v
Social Class and Social Action: The Middle-Class Bias of Democratic Theory in Education
Background This article examines the emergence of the middle and working classes in America and describes key characteristics of these cultures as they manifest themselves today. It then explores the effects of social class on our conceptions of democracy. Purpose To help educators understand the relationship between social action strategies and social class in American society. Conclusions Middle-class educators tend to prefer a form of “discurs…
Theory Illuminates (and Conceals): A Response to the Critique by Samantha Caughlan
veloped in response to disciplinary forms of oppression were, in many cases, explic-itly developed as tools for the empower-ment of poor and working-class people. The bulk of Caughlan’s critique of this general argument is devoted to an exami-nation of divergences between my analy-sis and those of Foucault and his later in-terpreters. But although my discussion was informed by insights drawn from Foucault, I never intended to limit myself to a Fo…
Rethinking Domination and Resistance: Challenging Postmodernism
The emergence of postmodern ideas in the educational literature has complicated the field’s understandings of oppression and resistance. While important, this postmodern influence has been problematic in its tendency to stress the relatively nurturing forms of “pastoral” control generally experienced by the privileged. Such a focus can direct attention away from the often brutal discipline experienced by those who are more marginalized. The artic…
"John Dewey and "A Paradox of Size: Democratic Faith at the Limits of Experience
Dewey hoped that democratic schools could teach students how they might transform their society. In part because of Dewey's enormous influence, many contemporary educational scholars promote similar democratic visions. This article argues, however, that it is unlikely that the particular practices of collaborative engagement that Dewey championed could ever direct such broad efforts of social change. Many of our most cherished visions of democrat…
Educational Standards, Assessment, and the Search for Consensus
In this article, we critically examine the nature of the “consensus” reflected in educational standards used to orient high-stakes assessment programs. We analyze two complementary cases of practice in the assessment of teaching. One focuses on the discourse of standards creation and one examines how standards like these are typically used to orient assessment development and judgments about individual performance. We offer two (partially competi…
Teaching Freedom? Postmodern Perspectives
Postmodern theory is often seen as a realm either of totally, free play– where anything goes and there are no rules at all–or of despair where all visions of equality, and democracy are equated with totalitarianism. Coherent ways of talking about “actors” or “responsibility” can appear to be entirely' repudiated. Further perceived as elitist, obscure, convoluted, and entirely removed from any kind of practical reality, postmodernism is often view…
Creating Local “Public Spaces” in Schools: Insights from Hannah Arendt and Maxine Greene
Hannah Arendt and Maxine Greene present similar visions of human freedom and possibility that hold great potential for the creation of more emancipatory school communities. This article argues that there are lacunae in the perspectives of both, however. By bringing Arendt and Greene together, I hope to exploit a synergy between their writings, each contributing aspects that seem missing in the writings of the other. At the same time, while Greene…
Rethinking Domination and Resistance: Challenging Postmodernism
The emergence of postmodern ideas in the educational literature has complicated the field’s understandings of oppression and resistance. While important, this postmodern influence has been problematic in its tendency to stress the relatively nurturing forms of “pastoral” control generally experienced by the privileged. Such a focus can direct attention away from the often brutal discipline experienced by those who are more marginalized. The artic…
Educational Standards, Assessment, and the Search for Consensus
In this article, we critically examine the nature of the “consensus” reflected in educational standards used to orient high-stakes assessment programs. We analyze two complementary cases of practice in the assessment of teaching. One focuses on the discourse of standards creation and one examines how standards like these are typically used to orient assessment development and judgments about individual performance. We offer two (partially competi…
Creating Local “Public Spaces” in Schools: Insights from Hannah Arendt and Maxine Greene
Hannah Arendt and Maxine Greene present similar visions of human freedom and possibility that hold great potential for the creation of more emancipatory school communities. This article argues that there are lacunae in the perspectives of both, however. By bringing Arendt and Greene together, I hope to exploit a synergy between their writings, each contributing aspects that seem missing in the writings of the other. At the same time, while Greene…
Theory Illuminates (and Conceals): A Response to the Critique by Samantha Caughlan
veloped in response to disciplinary forms of oppression were, in many cases, explic-itly developed as tools for the empower-ment of poor and working-class people. The bulk of Caughlan’s critique of this general argument is devoted to an exami-nation of divergences between my analy-sis and those of Foucault and his later in-terpreters. But although my discussion was informed by insights drawn from Foucault, I never intended to limit myself to a Fo…
"John Dewey and "A Paradox of Size: Democratic Faith at the Limits of Experience
Dewey hoped that democratic schools could teach students how they might transform their society. In part because of Dewey's enormous influence, many contemporary educational scholars promote similar democratic visions. This article argues, however, that it is unlikely that the particular practices of collaborative engagement that Dewey championed could ever direct such broad efforts of social change. Many of our most cherished visions of democrat…
Creating Local “Public Spaces” in Schools: Insights from Hannah Arendt and Maxine Greene
Hannah Arendt and Maxine Greene present similar visions of human freedom and possibility that hold great potential for the creation of more emancipatory school communities. This article argues that there are lacunae in the perspectives of both, however. By bringing Arendt and Greene together, I hope to exploit a synergy between their writings, each contributing aspects that seem missing in the writings of the other. At the same time, while Greene…
Teaching Freedom? Postmodern Perspectives
Postmodern theory is often seen as a realm either of totally, free play– where anything goes and there are no rules at all–or of despair where all visions of equality, and democracy are equated with totalitarianism. Coherent ways of talking about “actors” or “responsibility” can appear to be entirely' repudiated. Further perceived as elitist, obscure, convoluted, and entirely removed from any kind of practical reality, postmodernism is often view…
"John Dewey and "A Paradox of Size: Democratic Faith at the Limits of Experience
Dewey hoped that democratic schools could teach students how they might transform their society. In part because of Dewey's enormous influence, many contemporary educational scholars promote similar democratic visions. This article argues, however, that it is unlikely that the particular practices of collaborative engagement that Dewey championed could ever direct such broad efforts of social change. Many of our most cherished visions of democrat…
Educational Standards, Assessment, and the Search for Consensus
In this article, we critically examine the nature of the “consensus” reflected in educational standards used to orient high-stakes assessment programs. We analyze two complementary cases of practice in the assessment of teaching. One focuses on the discourse of standards creation and one examines how standards like these are typically used to orient assessment development and judgments about individual performance. We offer two (partially competi…
Rethinking Domination and Resistance: Challenging Postmodernism
The emergence of postmodern ideas in the educational literature has complicated the field’s understandings of oppression and resistance. While important, this postmodern influence has been problematic in its tendency to stress the relatively nurturing forms of “pastoral” control generally experienced by the privileged. Such a focus can direct attention away from the often brutal discipline experienced by those who are more marginalized. The artic…
Theory Illuminates (and Conceals): A Response to the Critique by Samantha Caughlan
veloped in response to disciplinary forms of oppression were, in many cases, explic-itly developed as tools for the empower-ment of poor and working-class people. The bulk of Caughlan’s critique of this general argument is devoted to an exami-nation of divergences between my analy-sis and those of Foucault and his later in-terpreters. But although my discussion was informed by insights drawn from Foucault, I never intended to limit myself to a Fo…
Social Class and Social Action: The Middle-Class Bias of Democratic Theory in Education
Background This article examines the emergence of the middle and working classes in America and describes key characteristics of these cultures as they manifest themselves today. It then explores the effects of social class on our conceptions of democracy. Purpose To help educators understand the relationship between social action strategies and social class in American society. Conclusions Middle-class educators tend to prefer a form of “discurs…
Social Class, Social Action, and Education: The Failure of Progressive Democracy
Schutz demonstrates that progressive ideas of democracy emerged out of the practices of a new middle class, reacting, in part, against the more conflictive social struggles of the working-class. The v
Power and Trust in the Public Realm: John Dewey, Saul Alinsky, and the Limits of Progressive Democratic Education
Throughout the twentieth century, middle‐class progressives embraced visions of democracy rooted in their relatively privileged life experiences. Progressive educators developed pedagogies designed to nurture the individual voice within egalitarian classrooms, assuming that collective action in the public realm could be modeled on the relatively safe small‐group interactions they were familiar with in their families, schools, and associations. Pa…
People Power: The Community Organizing Tradition of Saul Alinsky
People power: The community organizing tradition of Saul Alinsky
People Power is about how people can effectively organize to pursue justice, what power structures do in response to organizing, and how to beat the powers that be. Providing a vibrant story of many different organizers and organizations, its lessons are essential if we are to restore American democracy
“If That’s Snobbery, Then I’m a Snob”: The Successful Fight to Create a Black, Middle-Class Enclave in Chatham, 1955–1960
Research Article| October 01 2020 “If That’s Snobbery, Then I’m a Snob”: The Successful Fight to Create a Black, Middle-Class Enclave in Chatham, 1955–1960 Aaron Schutz Aaron Schutz Aaron Schutz is Professor and Chair of the Department of Educational Policy and Community Studies at the University of Wisconsin-Milwaukee. He has published books on community organizing and theories of democratic engagement including Collective Action for Social Chan…
Sociology (10 works) · Democracy (7 works) · Epistemology (7 works) · Law (7 works) · Political science (7 works) · Politics (7 works) · Philosophy (5 works) · Vision (5 works) · Middle class (4 works) · Political theory and Gramsci (4 works)