Alexander B Pratt
Biographic Data
| ID | 5398353 |
|---|---|
| NAME | Alexander B Pratt |
| GIVEN NAMES | Alexander B |
| FAMILY NAME | Pratt |
| SIGNATURE | PRATT A B |
| AFFILIATIONS | Department of Elementary and Early Childhood Education Pennsylvania State University Altoona |
| ORCID | 0000-0002-1219-6018 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Antifoundationalism and antiracism
This article engages with the structure and limitations of Western foundationalism as it has developed in the field of education, starting with the Enlightenment. Modern foundationalism is the basis upon which we have built our standardized assessment systems, which include both testing and other measures of student achievement and potential. This article argues that foundationalism is inadequate to the task of antiracism in the curriculum in tha…
Spreading acorns
There are few professions more concerned with the future than teaching. The process of teaching is often described as a function of the future in the form of objectives and assessments. Most of the common wisdom surrounding teaching insists on its influence over the future. That said, futurity in teaching is often undertheorized by those who discuss it, leaving theories of change concerning the future similarly nonspecific. This article offers a …
A Review of Posthumanist Education Research
The influence of posthumanist philosophies—broadly defined to include theories such as Baradian new materialism, Deleuzian assemblage theory, Wynterian counterhumanism, Afro-futurism studies, Indigenous studies theories of nonhuman agency, and others—on education research has been increasing at an exponential rate. This chapter provides a review of this literature organized around the theme of ethical and political responsibility. It compares fou…
The Consequences of Peirce's Theory of Agential Ideas for Qualitative Research
The recent shift in social science research toward philosophies of the more‐than‐human has pushed many scholars to question their understanding of units of analysis and agency. While many engage with agencies of the material, few have attempted to address what might be called the agency of ideas. Here, Alexander Pratt argues that engaging with the agency of ideas is particularly important when dealing with issues like racism, which is the focus o…
Seeking a Way
This article is the proposal and application of a teacher reflective practice method. This method was informed by the teacher practical knowledge movement, narrative inquiry, and racial realism as theorized by Derrick Bell. The method includes five steps: (1) restorying past experience, (2) listening/learning/problematizing one’s perspective through the study of other perspectives, in this case, the work of critical race theory and the writing of…
Narrative inquiry and anti-racist teaching
Teaching curriculum theory as a Baradian apparatus
This article is a discussion of the intersection between curriculum theory and agential realism as it emerged in the development of a curriculum theory course. During the process of designing such a course, I found myself wrestling with the different theoretical understandings of curriculum. What I came to realize was that while all of the theories I encountered have merits, none individually seem to capture the whole of what researchers/teachers…
Teaching curriculum theory as a Baradian apparatus
This article is a discussion of the intersection between curriculum theory and agential realism as it emerged in the development of a curriculum theory course. During the process of designing such a course, I found myself wrestling with the different theoretical understandings of curriculum. What I came to realize was that while all of the theories I encountered have merits, none individually seem to capture the whole of what researchers/teachers…
Narrative inquiry and anti-racist teaching
Seeking a Way
This article is the proposal and application of a teacher reflective practice method. This method was informed by the teacher practical knowledge movement, narrative inquiry, and racial realism as theorized by Derrick Bell. The method includes five steps: (1) restorying past experience, (2) listening/learning/problematizing one’s perspective through the study of other perspectives, in this case, the work of critical race theory and the writing of…
Narrative inquiry and anti-racist teaching
Teaching curriculum theory as a Baradian apparatus
This article is a discussion of the intersection between curriculum theory and agential realism as it emerged in the development of a curriculum theory course. During the process of designing such a course, I found myself wrestling with the different theoretical understandings of curriculum. What I came to realize was that while all of the theories I encountered have merits, none individually seem to capture the whole of what researchers/teachers…
A Review of Posthumanist Education Research
The influence of posthumanist philosophies—broadly defined to include theories such as Baradian new materialism, Deleuzian assemblage theory, Wynterian counterhumanism, Afro-futurism studies, Indigenous studies theories of nonhuman agency, and others—on education research has been increasing at an exponential rate. This chapter provides a review of this literature organized around the theme of ethical and political responsibility. It compares fou…
The Consequences of Peirce's Theory of Agential Ideas for Qualitative Research
The recent shift in social science research toward philosophies of the more‐than‐human has pushed many scholars to question their understanding of units of analysis and agency. While many engage with agencies of the material, few have attempted to address what might be called the agency of ideas. Here, Alexander Pratt argues that engaging with the agency of ideas is particularly important when dealing with issues like racism, which is the focus o…
Spreading acorns
There are few professions more concerned with the future than teaching. The process of teaching is often described as a function of the future in the form of objectives and assessments. Most of the common wisdom surrounding teaching insists on its influence over the future. That said, futurity in teaching is often undertheorized by those who discuss it, leaving theories of change concerning the future similarly nonspecific. This article offers a …
Antifoundationalism and antiracism
This article engages with the structure and limitations of Western foundationalism as it has developed in the field of education, starting with the Enlightenment. Modern foundationalism is the basis upon which we have built our standardized assessment systems, which include both testing and other measures of student achievement and potential. This article argues that foundationalism is inadequate to the task of antiracism in the curriculum in tha…
Pedagogy (6 works) · Psychology (6 works) · Sociology (6 works) · Epistemology (4 works) · Philosophy (4 works) · Critical Race Theory in Education (3 works) · Engineering (3 works) · Computer Science (2 works) · Educator Training and Historical Pedagogy (2 works) · Engineering ethics (2 works)