Amy Shuffelton
Biographic Data
| ID | 4586430 |
|---|---|
| NAME | Amy Shuffelton |
| GIVEN NAMES | Amy |
| FAMILY NAME | Shuffelton |
| SIGNATURE | SHUFFELTON A |
| AFFILIATIONS | Loyola University Chicago |
| ORCID | 0000-0002-3680-599X |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 11 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Collaboration
The tragedy of education rejected
Clocked by the pandemic! On gender and time in Rousseau’s Émile
Pandemic disruptions to schooling threw into sharper relief the entanglements of economy, gender norms, and education that had been there, and throughout the modern world, all along. The particular entanglement this paper aims to unravel is the reliance of education on a certain kind of attentiveness, historically provided by a feminized teaching force and mothers, that itself rests on the cultivation of particular sensibilities regarding time
Symposium Introduction
Divides exist everywhere: political divides, spatial divides, divides in social class, divides in access to resources, divides in where and how we get our news of the world, and divides in how we see that world. While such divides are not new, multiple media outlets have decried their increase in recent years, as tribalized lenses and growing political polarization beset many countries around the world. The Bennett Institute at the University of …
Thinking About Pedagogy
Opting Out or Opting In? Test Boycott and Parental Engagement in American Public Education
This article provides a “thick” understanding of how public school parents understand their decision to opt their children out of standardized tests. In it, Amy Shuffelton draws from qualitative research interviews with Chicago parents to explore how three mothers connected opting out of standardized testing to their broader commitments to public schools. In probing the democratic potential of their logic, Shuffelton points to avenues of hope for…
Democracy in Crisis and Education
Liberal Attachments
In the immediate aftermath of the November 2016 election, Mark Lilla argued in the New York Times that in order to win, the Democratic party would need to replace identity politics with a unifying vision of citizenship. In this essay, Derek Gottlieb and Amy Shuffelton explore Lilla's use of the two major terms — identity and citizenship — revealing them to be equally susceptible to expansion, extension, and antipolitical corruption. Using the wor…
What parents know
In this special issue exploring parents’ responses to neoliberal policy changes, especially shifting notions of risk and responsibility, this article provides a historical account of local and national policy initiatives in the contemporary United States that have increased risk and placed responsibility for this risk on the shoulders of parents (as well as educators). The opening section of the paper reviews major recent policy documents and ini…
Jean-Jacques Rousseau, the Mechanised Clock and Children's Time
This article explores a perplexing line from Rousseau's Emile: his suggestion that the ‘most important rule’ for the educator is ‘not to gain time but to lose it’. An analysis of what Rousseau meant by this line, the article argues, shows that Rousseau provides the philosophical groundwork for a radical critique of the contemporary cultural framework that supports homework, standardised testing, and the competitive extracurricular activities that…
Parental Involvement and Public Schools
Disappearing Goods
Plato and the Police
Attention to significant commonalities between the position of teachers and police officers, we suggest, illuminates problematic aspects of their position within a democracy. Demographically, both the teaching force and the police force are disproportionately white, yet the commonalities extend beyond race. We suspect too little attention has been paid to other social categorizations, namely social class and gender. Toward this end, we explore th…
Estranged Familiars
New Fatherhood’ and the Politics of Dependency
Journal Article ‘New Fatherhood’ and the Politics of Dependency Get access Amy Shuffelton Amy Shuffelton Correspondence: Amy Shuffelton, Cultural and Educational Policy Studies, Loyola University Chicago, 820 N Michigan Ave, Chicago, IL-60611, USA. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 48, Issue 2, May 2014, Pages 216–230, https://doi.org/10.1111/…
Philia and pedagogy ‘side by side’
This paper asks whether teachers and students can be friends with one another and yet maintain their integrity as teachers and students. It provides an account of friendship, drawing on Aristotle, Montaigne, and contemporary work by Elizabeth Telfer and Lawrence Blum, and addresses two key challenges: first, that teachers must be impartial and this impartiality is impeded by friendship, and, second, that friendship interferes with the pedagogical…
Jean-Jacques Rousseau, the Mechanised Clock and Children's Time
This article explores a perplexing line from Rousseau's Emile: his suggestion that the ‘most important rule’ for the educator is ‘not to gain time but to lose it’. An analysis of what Rousseau meant by this line, the article argues, shows that Rousseau provides the philosophical groundwork for a radical critique of the contemporary cultural framework that supports homework, standardised testing, and the competitive extracurricular activities that…
Parental Involvement and Public Schools
Estranged Familiars
Plato and the Police
Attention to significant commonalities between the position of teachers and police officers, we suggest, illuminates problematic aspects of their position within a democracy. Demographically, both the teaching force and the police force are disproportionately white, yet the commonalities extend beyond race. We suspect too little attention has been paid to other social categorizations, namely social class and gender. Toward this end, we explore th…
Philia and pedagogy ‘side by side’
This paper asks whether teachers and students can be friends with one another and yet maintain their integrity as teachers and students. It provides an account of friendship, drawing on Aristotle, Montaigne, and contemporary work by Elizabeth Telfer and Lawrence Blum, and addresses two key challenges: first, that teachers must be impartial and this impartiality is impeded by friendship, and, second, that friendship interferes with the pedagogical…
New Fatherhood’ and the Politics of Dependency
Journal Article ‘New Fatherhood’ and the Politics of Dependency Get access Amy Shuffelton Amy Shuffelton Correspondence: Amy Shuffelton, Cultural and Educational Policy Studies, Loyola University Chicago, 820 N Michigan Ave, Chicago, IL-60611, USA. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 48, Issue 2, May 2014, Pages 216–230, https://doi.org/10.1111/…
Estranged Familiars
Plato and the Police
Attention to significant commonalities between the position of teachers and police officers, we suggest, illuminates problematic aspects of their position within a democracy. Demographically, both the teaching force and the police force are disproportionately white, yet the commonalities extend beyond race. We suspect too little attention has been paid to other social categorizations, namely social class and gender. Toward this end, we explore th…
Jean-Jacques Rousseau, the Mechanised Clock and Children's Time
This article explores a perplexing line from Rousseau's Emile: his suggestion that the ‘most important rule’ for the educator is ‘not to gain time but to lose it’. An analysis of what Rousseau meant by this line, the article argues, shows that Rousseau provides the philosophical groundwork for a radical critique of the contemporary cultural framework that supports homework, standardised testing, and the competitive extracurricular activities that…
Parental Involvement and Public Schools
Disappearing Goods
Opting Out or Opting In? Test Boycott and Parental Engagement in American Public Education
This article provides a “thick” understanding of how public school parents understand their decision to opt their children out of standardized tests. In it, Amy Shuffelton draws from qualitative research interviews with Chicago parents to explore how three mothers connected opting out of standardized testing to their broader commitments to public schools. In probing the democratic potential of their logic, Shuffelton points to avenues of hope for…
Democracy in Crisis and Education
Liberal Attachments
In the immediate aftermath of the November 2016 election, Mark Lilla argued in the New York Times that in order to win, the Democratic party would need to replace identity politics with a unifying vision of citizenship. In this essay, Derek Gottlieb and Amy Shuffelton explore Lilla's use of the two major terms — identity and citizenship — revealing them to be equally susceptible to expansion, extension, and antipolitical corruption. Using the wor…
What parents know
In this special issue exploring parents’ responses to neoliberal policy changes, especially shifting notions of risk and responsibility, this article provides a historical account of local and national policy initiatives in the contemporary United States that have increased risk and placed responsibility for this risk on the shoulders of parents (as well as educators). The opening section of the paper reviews major recent policy documents and ini…
Symposium Introduction
Divides exist everywhere: political divides, spatial divides, divides in social class, divides in access to resources, divides in where and how we get our news of the world, and divides in how we see that world. While such divides are not new, multiple media outlets have decried their increase in recent years, as tribalized lenses and growing political polarization beset many countries around the world. The Bennett Institute at the University of …
Thinking About Pedagogy
Clocked by the pandemic! On gender and time in Rousseau’s Émile
Pandemic disruptions to schooling threw into sharper relief the entanglements of economy, gender norms, and education that had been there, and throughout the modern world, all along. The particular entanglement this paper aims to unravel is the reliance of education on a certain kind of attentiveness, historically provided by a feminized teaching force and mothers, that itself rests on the cultivation of particular sensibilities regarding time
The tragedy of education rejected
Collaboration
Sociology (13 works) · Political science (10 works) · Law (9 works) · Pedagogy (8 works) · Law (7 works) · Higher education (6 works) · Politics (6 works) · Psychology (6 works) · Diverse Education Studies and Reforms (5 works) · Epistemology (5 works)