‘Child of Reason’: Anna Barbauld and the Origins of Progressive Pedagogy Mary Hilton

2014 ◽  
pp. 35-52
2017 ◽  
Vol 27 (1) ◽  
Author(s):  
Mollie A. Gambone

Providing justice-oriented professional development for progressive educators has historically been a site of tension. To address this, The Progressive Education Network (PEN), the leading professional organization of progressive educators in the United States, brought together over 800 educators for its 2015 National Conference, titled “Teaching the Possible: Access, Equity, and Activism!” This article documents PEN’s framework for facilitating an opportunity for educators to engage in dialogue about areas of social injustice throughout education and within their own schools. Findings derived from a discourse analysis of workshop abstracts published in the conference program suggest that the conference provided professional development in three areas: 1) workshops were designed by teachers to share useful methodologies relevant to the conference theme with other teachers; 2) workshops encouraged attendees to critically examine how problematic issues in education are commonly understood, then reframe them to consider the issues from different perspectives; 3) doing so gave rise to an understanding that in order to imagine innovative solutions to systemic problems, one must first be able understand how different groups of individuals experience the problems. This analysis establishes that by aligning the conference with a critical, justice-oriented theme, the workshops were designed to provide attendees with opportunities to investigate their own roles in producing, changing, and interpreting socially-just learning and teaching in their own school contexts. This is important because it advances the study of equitable access to progressive pedagogy, while at the same time utilizing Desimone’s (2009) framework for judging effective professional development for teachers.


2020 ◽  
Vol 44 (3) ◽  
pp. 119-139
Author(s):  
Andrew Lincoln

This essay considers works published by two women writers as Britain was preparing for hostilities against revolutionary France in 1793: a Fast Day sermon, Sins of Government, Sins of the Nation, published anonymously by Anna Barbauld, Charlotte Smith’s novel The Old Manor House, and her blank verse poem The Emigrants. It considers how these works, which condemn the guilt arising from war, expose the problem of necessary acquiescence in what is condemned. Taken together, the writings illuminate two sides of the problem. As a Dissenter, Barbauld belonged to a social group that, during the early years of the French revolution, had reason to feel especially vulnerable to the threat of civil disorder; she therefore had a particular incentive to see the horrors of war abroad in relation to the fear of social unrest at home. For Smith, who identified herself publicly with the landowning classes, and who desired socially appropriate positions for her children, such horrors had to be set against the material opportunities made available by war. In both cases the representation of sympathy for the victims of war provides a way out of the moral impasse they encounter.


Author(s):  
Patricia A. Kolodnicki

A disconnect between the content taught in mathematics classroom and the skills young adults need for future success has created need for more diverse pedagogy. Media literacy and mathematics communities agree on similar goals for students to access media, evaluate it, and produce their own. Through the use of progressive instructional techniques, specifically involving media literacy, educators can simultaneously address overlooked equity concerns in mathematics. Research has found that these techniques can help students by holding them to high standards, support math thinking and language development, draw on students' prior knowledge, value their communities, and solve real-world problems that they will be facing in the future. Practical suggestions and expert advice for implementing more progressive pedagogy are included. Issues and solutions to infuse new methods into the classroom are outlined along with future research suggestions.


Author(s):  
Matthew Militello ◽  
Lynda Tredway ◽  
Karen D. Jones

This chapter provides an overview of an innovative design for an online doctoral program in educational leadership. The authors begin with an outline of the participatory, progressive pedagogy framework that guides their work with students. They analyze the use of two illustrations that exemplify their pedagogy in an online environment: digital storytelling and Flip Grid, a video-based online discussion forum. The chapter demonstrates the importance of relationships prior to engagement in critical dialogue and pedagogies both online and in person and identifies key principles for online teaching and learning.


Author(s):  
Megan Peiser

What is the place of women writers in literary history, and the history of women’s print media? Megan Peiser’s chapter answers these questions through the specific lens of Romantic women reviewers’ assessments of work by Romantic women novelists. The chapter begins by accounting for the difficulties of its approach. Since periodical voices are often collaborative, anonymous/pseudonymous and published serially they require readers to chase their commitment to these publications through multiple issues rather than declaring completeness and authority through a single accessible printing. The chapter proceeds with detailed accounts of the reviewing careers of Elizabeth Moody and Anna Barbauld and how they used their contingent presence as writers for the Monthly Review (1749–1844) to bolster the works of women writers of the period in a medium that has traditionally been perceived to be hostile to women’s writing.


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