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  1. Pragmatism and Social Hope: Deepening Democracy in Global Contexts.Judith M. Green - 2008 - Columbia University Press.
    Since 9/11, citizens of all nations have been searching for a democratic public philosophy that provides practical and inspiring answers to the problems of the twenty-first century. Drawing on the wisdom of past and present pragmatist thinkers, Judith M. Green maps a contemporary form of citizenship that emphasizes participation and cooperation and reclaims the critical role of social movements and nongovernmental organizations. Starting with empowering processes of storytelling, truth and reconciliation, and collaborative vision-questing that allow individuals to give voice and (...)
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  • Social foundations educators of the world unite! An action plan for disciplinary advocacy.Nakia S. Pope & Kurt Stemhagen - 2008 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 44 (3):247-255.
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  • American Educational Association 1997 Presidential Address Remember the Alamo: Imperialism, Memory, and Postcolonial Educational Studies.Bernardo P. Gallegos - 1998 - Educational Studies 29 (3):232-247.
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  • Articles.George W. Noblit, Richard A. Quantz, Kathleen Knight Abowitz, John Willinsky, Bernardo Gallegos & Burton Weltman - 2002 - Educational Studies 33 (1):6-83.
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  • 2002 American Educational Studies Association Presidential Address Bringing Collaboration Back Into Education.Eric Bredo - 2005 - Educational Studies 37 (2):112-134.
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  • Educating Hopes.Patrick Shade - 2006 - Studies in Philosophy and Education 25 (3):191-225.
    Acknowledging the negative impact poverty and violence can have on the educational process, I explore ways in which a pragmatic interpretation of hope can guide us in formulating preventive and responsive measures that are not intrusive on the normal curriculum. I draw on key pragmatic ideas presented by John Dewey to emphasize habits central to a pragmatic theory of hope. Equally important is the notion of a community of hope that fosters the development of hope's habits. A hopeful pedagogy enables (...)
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  • (1 other version)Teaching community, praxis, and courage: A foundations pedagogy of hope and humanization.Adam Renner - 2009 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 45 (1):59-79.
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  • (1 other version)Teaching Community, Praxis, and Courage: A Foundations Pedagogy of Hope and Humanization.Adam Renner - 2009 - Educational Studies 45 (1):59-79.
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  • Democracy, nation, and the promotion of interests: Response to John Willinsky.Bernardo Gallegos - 2002 - Educational Studies 33 (1):54-61.
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  • The Nature of Hope and its Significance for Education.David Halpin - 2001 - British Journal of Educational Studies 49 (4):392-410.
    This paper offers an analysis of the nature of hope and explicates its significance for and relation to education. This entails distinguishing initially two kinds of hope - absolute and ultimate hope. While absolute hope is an orientation of the spirit which sets no conditions or limits on what is achievable and has no particular ends in view, ultimate hope is an 'aimed hope ', that is to say a form of hopefulness that entails identifying and struggling to realise in (...)
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  • 2003 American Educational Studies Association Presidential Address: Would Marietta Johnson Join AESA? What a Pioneer Progressive Educator Might Think of Our Association.Joseph W. Newman - 2005 - Educational Studies 37 (3):234-244.
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  • " The Haves and the Have Mores": Fueling a Conservative Ideological War on Public Education (or Tracking the Money).Kathleen Demarrais - 2006 - Educational Studies 39 (3):201-240.
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  • Articles.Wendy Kohli, Bill Griffen, Mark Ginsburg, Nagwa Megahed & Donna Adair Breault - 2002 - Educational Studies 33 (3):261-316.
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  • 2007 AESA Presidential Address Conflict of the Faculties: Democratic Progressivism in the Age of “No Child Left Behind”.Dennis Carlson - 2008 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 43 (2):94-113.
    (2008). 2007 AESA Presidential Address Conflict of the Faculties: Democratic Progressivism in the Age of “No Child Left Behind”. Educational Studies: Vol. 43, No. 2, pp. 94-113.
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