Dr. Dewey, or: How I Learned to Stop Worrying about Where Ideas Come from and Love Critical Pedagogy

Authority, Hierarchy, and Me
  • E. Wayne Ross
Part of the Leaders in Educational Studies book series (LES)


I had certainly challenged any number of established doctrines and institutional policies, but didn’t think of myself as a dissident, rather as an active citizen. My scholarship was, at least on the surface, rather politically tame, grounded in Deweyan philosophy, highlighting the importance of agency and taking actions that encouraged democratic ways of thinking and living both within and beyond schools.


Social Study Citizenship Education Critical Pedagogy Democratic Education Pedagogical Creed 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. Apple, M. W. (1979). Ideology and curriculum. London, UK: Routledge & Kegan Paul.CrossRefGoogle Scholar
  2. Argyris, C., & Schön, D. A. (1978). Organizational learning: A theory of action perspective. Reading, MA: Addison Wesley.Google Scholar
  3. Bemauer, J., & Rasmussen, D., (Eds.). (1988). The final Foucault. Cambridge, MA: MIT Press.Google Scholar
  4. Bernstein, R. J. (2010). Dewey’s vision of radical democracy. In M. Cochran (Ed.), The Cambridge companion to Dewey (pp. 288–308). Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar
  5. Bode, B. H. (1937). Democracy as a way of life. New York, NY: Macmillan.Google Scholar
  6. Bowles, S., & Gintis, H. (1976). Schooling in capitalist America: Educational reform and the contradictions of economic life. New York, NY: Basic Books.Google Scholar
  7. Bowles, S., & Gintis, H. (1986). Democracy and capitalism: Property, community, and the contradictions of modern social thought. New York, NY: Basic Books.Google Scholar
  8. Chomsky, N., & Macedo, D. P. (2000). Chomsky on miseducation. Lanham, MD: Rowman & Littlefield.Google Scholar
  9. Coleman, J. R., Soens, T. C., & Fenton, E. (1968). Comparative economic systems: An inquiry approach. New York, NY: Holt, Rinehart and Winston.Google Scholar
  10. Debord, G. (1970). Society of the spectacle. Detroit, MI: Black & Red.Google Scholar
  11. Dewey, J. (1910). How we think. Boston, MA: D. C. Heath.CrossRefGoogle Scholar
  12. Dewey, J. (1916). Democracy and education. New York, NY: Macmillan.Google Scholar
  13. Ellsworth, E. (1989). Why doesn’t this feel empowering? Working through the repressive myths of critical pedagogy. Harvard Educational Review, 59(3), 297–324.CrossRefGoogle Scholar
  14. Fay, B. (1975). Social theory and political practice. London, UK: Allen & Unwin.Google Scholar
  15. Fay, B. (1987). Critical social science: Liberation and its limits. Ithaca, NY: Cornell University Press.Google Scholar
  16. Fay, B. (1996). Contemporary philosophy of social science: A multicultural approach. Oxford, UK: Blackwell.Google Scholar
  17. Fenton, E. (1967). The new social studies. New York, NY: Holt, Rinehart and Winston.Google Scholar
  18. Foucault, M. (1988). The ethic of care for the self as a practice of freedom. In J. W. Bernauer & D. M. Rasmussen (Eds.), The final Foucault. Cambridge, MA: MIT Press.Google Scholar
  19. Freire, P. (1998). Teachers as cultural workers letters to those who dare teach. Boulder, CO: Westview Press.Google Scholar
  20. Fuller, B. (1981). Critical path. New York, NY: St. Martin’s.Google Scholar
  21. Gibson, R. (2007). Paul Freire and revolutionary pedagogy for social justice. In E. W. Ross & R. Gibson (Eds.), Neoliberalism and education reform (pp. 177–215). Cresskill, NJ: Hampton Press.Google Scholar
  22. Gilliom, M. E. (1977). Practical methods for the social studies. Belmont, CA: Wadsworth.Google Scholar
  23. Gilliom, M. E., (Interviewer) & Jewett, R. E. (Interviewee). (2003, September 4). Oral histories [Interview transcript]. Retrieved from Ohio State University Oral History Program website:
  24. Giroux, H. A., Penna, A. N., & Pinar, W. (1981). Curriculum & instruction: Alternatives in education. Berkeley, CA: McCutchan.Google Scholar
  25. Goffman, E. (1961). Asylums: Essays on the social situation of mental patients and other inmates. Garden City, NY: Anchor Books.Google Scholar
  26. Griffin, A. F. (1992). A philosophical approach to the subject-matter preparation of teachers of history. Washington, DC: National Council for the Social Studies. (Original work published 1942)Google Scholar
  27. Habermas, J. (1971). Knowledge and human interests. Boston, Ma: Beacon Press.Google Scholar
  28. Habermas, J. (1981). Theory of communicative action. Boston, Ma: Beacon Press.Google Scholar
  29. Hullfish, H. G., & Smith, P. G. (1961). Reflective thinking: The method of education. New York, NY: Dodd, Mead.Google Scholar
  30. Hunt, M. P., & Metcalf, L. E. (1955). Teaching high school social studies: Problems in reflective thinking and social understanding. New York, NY: Harper & Row.Google Scholar
  31. Kemmis, S., & McTaggart, R. (1982). The action research planner. Victoria, Canada: Deakin University.Google Scholar
  32. King, Jr., M. L. (1963). Western Michigan university speech: Questions and answers. Retrieved November 6, 2012, from Scholar
  33. Mao, Z. (1937). On practice: On the relation between knowledge and practice, between knowing and doing. Retrieved from Scholar
  34. McCutcheon, G. (1979). Beyond the raspberry bushes. Journal of Curriculum Theorizing, 1, 18–23.Google Scholar
  35. McCutcheon, G. (1980). How do elementary school teachers plan their courses. Elementary School Journal, 81, 4–23.CrossRefGoogle Scholar
  36. McCutcheon, G. (1981). On the interpretation of classroom observations. Educational Researcher, 10(5), 5–10.CrossRefGoogle Scholar
  37. Ollman, B. (1999). Dance of the dialectic. New York, NY: Routledge.Google Scholar
  38. Petrina, S. (2006). C & I high. Journal of Curriculum and Pedagogy, 3(2), 125–147. Retrieved from Scholar
  39. Phillips, R. C. (1974). Teaching for thinking in high school social studies. Reading, Mass: Addison-Wesley.Google Scholar
  40. Pinar, W. F. (1975). Curriculum theorizing: The reconceptualists. Berkeley, CA: McCutchan.Google Scholar
  41. Robinson, J. H. (1921). The mind in the making: The relation of intelligence to social reform. New York, NY: Harper.CrossRefGoogle Scholar
  42. Ross, E. W. (2014a). A sense of where you are (pp. 163–178). In C. Woysner (Ed.), Leaders in social education: Intellectual self-portraits. Rotterdam, The Netherlands: Sense Publishing.Google Scholar
  43. Ross, E. W. (2014b). Noam Chomsky. In D. C. Phillips (Ed.), Encyclopedia of educational theory and philosophy (pp. 126–127). Thousand Oaks, CA: Sage.Google Scholar
  44. Ross, E. W. (Ed.). (2014c). The social studies curriculum: Purposes, problems, and possibilities (4th ed.). Albany, NY: State University of New York Press.Google Scholar
  45. Ross, E. W. (2015). Teaching for change: Social education and critical knowledge of everyday life. In S. Totten (Ed.), The importance of teaching social issues: Our pedagogical creeds (pp. 141–147). New York, NY: Routledge.Google Scholar
  46. Ross, E. W., & Vinson, K. D. (2014). Resisting neoliberal education reforms: Insurrectionist pedagogies and the pursuit of dangerous citizenship. Cultural Logic, 2013, 17–45. Retrieved from Scholar
  47. Ross, E. W., Cornett, J. W., & McCutcheon, G. (Eds.). (1992). Teacher personal theorizing: Connecting curriculum practice, theory, and research. Albany, NY: State University of New York Press.Google Scholar
  48. Sarup, M. (1978). Marxism and education. London, UK: Routledge & Kegan Paul.Google Scholar
  49. Schlechty, P. C. (1976). Teaching and social behavior: Toward an organizational theory of instruction. Boston, MA: Allyn & Bacon.Google Scholar
  50. Vinson, K. D., & Ross, E. W. (2003). Image and education: Teaching in the face of the new disciplinarity. New York, NY: Peter Lang.Google Scholar
  51. Waller, W. W. (1932). The sociology of teaching. New York, NY: Wiley.CrossRefGoogle Scholar
  52. Willis, P. E. (1977). Learning to labour: How working class kids get working class jobs. New York, NY: Columbia University Press.Google Scholar
  53. Zinn, H. (1970). The problem is civil obedience. Retrieved from

Influential Works by Others

  1. Braverman, H. (1975). Labor and monopoly capital: The degradation of work in the twentieth century. New York, NY: Monthly Review Press.Google Scholar
  2. Counts, G. S. (1978). Dare the school build a new social order? Carbondale, IL: Southern Illinois University Press. (Original work published 1932)Google Scholar
  3. Debord, G. (1970). Society of the spectacle. Detroit, Michigan, MI: Black & Red.Google Scholar
  4. Dewey, J. (1916). Democracy and education. New York, NY: Macmillan.Google Scholar
  5. Friere, P. (1970). Pedagogy of the oppressed. New York, NY: Continuum.Google Scholar
  6. Herman, E. S., & Chomsky, N. (1988). Manufacturing consent: The political economy of the mass media. New York, NY: Pantheon.Google Scholar
  7. Marcus, G. (1989). Lipstick traces: A secret history of the twentieth century. Cambridge, MA: Harvard University Press.Google Scholar
  8. McLaren, P. (2015). Life in schools: An introduction to critical pedagogy in the foundations of education (6th ed.). Boulder, CO: Paradigm Publishers.Google Scholar

Copyright information

© Sense Publishers 2015

Authors and Affiliations

  • E. Wayne Ross
    • 1
  1. 1.University of British ColumbiaBritish Columbia

Personalised recommendations