The Paradox of Progressive Education
A Frame Analysis
Bibliographic Data
| ID | 2580947 |
|---|---|
| Authors | Scott Davies (0000-0001-7104-7525, corresponding author) |
| Year | 2002 |
| Volume | 75 |
| Issue | 4 |
| Pages | 269 |
| Publication date | 2002-10-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Sociology of Education (JOURNAL) |
| Journal identifiers | ISSN: 0038-0407 • E-ISSN: 1939-8573 |
| Publisher | JSTOR (PUBLISHER) |
| DOI | 10.2307/3090279 |
| OpenAlex | W2090187695 |
| Language | EN |
| Citations received | 15 |
| References cited | 18 |
The term progressive education, although widely used, encompasses a broad and contradictory range of ideas and reforms. Historians dispute its definition, and many deem the term to be paradoxical On the basis of an analysis of three Canadian educational commissions from 1950, 1968, and 1995, the author argues that progressive education is better understood as highlighting the dual nature of policy frames. Progressive language offers appealing abstract sentiments that are well suited to schools' organizational realities and are adaptable to shifting political and cultural climates. This flexibility illustrates a key property of framing: how actors create contingent meanings by adaptin an inherent logic to changing social situations. This article shows how each commission invoked similar progressive ideals, but used those ideals to justify different, even opposed, reforms. It interprets progressivism as a loose but resonant language that is reused over time to express changing educational priorities in new cultural settings and to reconcile disparate interests
Commission · Content analysis · Economics · Epistemology · Flexibility (engineering) · Frame analysis · Framing (construction) · Ideology · Law and economics · Pedagogy · Political science · Politics · Positive economics · Progressive Education · Progressive era · Progressivism · Social science · Sociology · Diverse Education Studies and Reforms · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Law
Policy Analysis and Document‐Based Literacy Research
Party Education as Mobilisation
Experience and prospects for frame analysis in religious studies
Constructing the ‘reflective’ and ‘difficult’ teacher
Responding to the Orthography of the Wake
Tweeting the academic resistance in Turkey and Hungary
Hétérogénéité des élèves à l’école. Retour sur des catégories de pensée et d’action
Using the Early Development Instrument to examine cognitive and non-cognitive school readiness and elementary student achievement
Schools, Cultural Mobility, and Social Reproduction
(Re-)framing the teaching profession by reforming teacher education and careers in Chile
Looking North of the 49th Parallel
Understanding Meaning in Movements
Environmental Justice in Latin America
Schemas and Frames
Resisting Charters
The transformation of the school
The One Best System
How Teachers Taught
Tinkering toward Utopia
From Hope to Harris
The School Promoters
Organization Without Authority
The true and only heaven
Globalization and Educational Reforms in Anglo-American Democracies
Frame Alignment Processes, Micromobilization, and Movement Participation
Bridges to the Future
Why Do Some Curricular Challenges Work While Others Do Not? The Case of Three Afrocentric Challenges
From Moral Duty to Cultural Rights
Beyond the Seesaw Model
Framing Processes and Social Movements
An Insider's Critique of the Social Movement Framing Perspective
World Society and the Nation-State
How culture works
| Unique citing works | 15 |
|---|---|
| Citations per year | 0,83 |
| Citation span | 2008 - 2026 (19) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 15 |