The Educators and the Curriculum: Stories of Progressive Education in the  21st  Century

Sally J. W. Read

doi:https://doi.org/

Original article | International Journal of Progressive Education 2013, Vol. 9(3) 107-123

The Educators and the Curriculum: Stories of Progressive Education in the 21st Century

Sally J. W. Read

pp. 107 - 123 | Manu. Number: ijpe.2013.008

Published online: October 15, 2013 | Number of Views: 62 | Number of Download: 406

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Abstract

This study, inspired by phenomenological and narrative methods, explored the question,

―What does it mean to be a progressive educator in the 21st century?‖ Rather than a prescriptive piece about what progressive educators should or should not do, this study uses the experiences of three self-identified progressive educators to build a new understanding of this term. The participants, two heads of private school and one public school district superintendent, shared stories of their backgrounds, their current schools, and a time when they felt particularly successful in their work as progressive educators. Their stories reveal a commitment to risk taking, to achieving a balance between individual student and social needs, and to finding meaning in their connection with students and colleagues.

Keywords: Progressive education, personal practical knowledge, school leaders, phenomenological study, narrative inquiry, 21st century

How to Cite this Article?

APA 6th edition
Read, S.J.W. (2013). The Educators and the Curriculum: Stories of Progressive Education in the 21st Century . International Journal of Progressive Education, 9(3), 107-123.

Harvard
Read, S. (2013). The Educators and the Curriculum: Stories of Progressive Education in the 21st Century . International Journal of Progressive Education, 9(3), pp. 107-123.

Chicago 16th edition
Read, Sally J. W. (2013). "The Educators and the Curriculum: Stories of Progressive Education in the 21st Century ". International Journal of Progressive Education 9 (3):107-123.

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