Abstract
The term “progressive” returned with a vengeance during the first decade of the twenty-first century.* With “liberal” under attack, the left turned back to a name that had rallied champions of social transformation throughout the first half of the prior century. Of course, most of those who call themselves “progressives” today are not referring to anything particularly specific—it has largely become a vague collective reference for a wide range of left-leaning groups. But the increasing use of the term has increased interest in progressivism as a more substantive concept and social vision.
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Notes
See Michael McGerr, A Fierce Discontent: The Rise and Fall of the Progressive Movement in America, 1870–1920 (New York: Oxford University Press, 2005);
David W. Southern, The Progressive Era and Race: Reaction and Reform, 1900–1917 (Wheeling, IL: Harlan Davidson, 2005).
Nel Noddings, The Challenge to Care in Schools: An Alternative Approach to Education (New York: Teachers College Press, 1992).
Lynn M. Sanders, “Against Deliberation,” Political theory 25, no. 3 (1997): 347–76;
Iris Marion Young, Intersecting Voices: Dilemmas of Gender, Political Philosophy, and Policy (Princeton, NJ: Princeton University Press, 1997).
Paul Lichterman, The Search for Political Community: American Activists Reinventing Commitment (New York: Cambridge University Press, 1996);
Fred Rose, Coalitions Across the Class Divide: Lessons from the Labor, Peace, and Environmental Movements (Ithaca, NY: Cornell University Press, 2000).
James Paul Gee, Social Linguistics and Literacies: Ideology in Discourses (New York: Falmer Press, 1990);
Eric H. F. Law, The Wolf Shall Dwell with the Lamb: A Spirituality for Leadership in a Multicultural Community (St. Louis, MO: Chalice, 1993).
Aaron Schutz, “Social Class and Social Action: The Middle-Class Bias of Democratic Theory in Education,” Teachers College Record 110, no. 2 (2008): 405–48;
Aaron Schutz, “John Dewey’s Conundrum: Can Democratic Schools Empower?” Teachers College Record 103, no. 2 (2001): 267–302;
Aaron Schutz, “John Dewey and ‘A Paradox of Size’: Democratic Faith at the Limits of Experience,” American Journal of Education 109, no. 3 (2001): 287–319.
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© 2010 Aaron Schutz
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Schutz, A. (2010). Introduction. In: Social Class, Social Action, and Education. Palgrave Macmillan, New York. https://doi.org/10.1057/9780230113572_1
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DOI: https://doi.org/10.1057/9780230113572_1
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