Titlebook: Social Class, Social Action, and Education; The Failure of Progr Aaron Schutz Book 2010 Aaron Schutz 2010 civil rights.community.community

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John Dewey and a “Paradox of Size”actice of a democratic society. The pedagogy of John Dewey’s Laboratory School exemplified key limitations of this approach in the real world, preparing students for the world as Dewey and other collaborative progressives wished it had been, not as it really was.

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The Free Schools Movementf the cultural wasteland of modern society. While retaining much that they saw as important from the “collaborative progressives,” drawing especially from Dewey, they mapped out key limitations of the earlier generation’s ideals. They sought to develop what I am calling a more “personalist” vision o

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Social Class and Social Action in the Civil Rights Movementaction in America. This chapter provides a “case study,” examining how these social-class tensions played out in a particular context. It looks across three different major organizations in the civil rights movement during the 1950s and 1960s in the South, showing how each drew differently from the

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Building Bridges?people who cling to impossible dreams of public “reason” and “collaboration” that have little relationship to the real workings of power in the lives of those who suffer in America. He had little use for middle-class progressives and their efforts to create a democratic society focused on the unique

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The Free Schools Movementf progressive critique and social transformation. During the same years, a broad group of pedagogues founded new schools on a personalist model, sometimes in collaboration with these cultural critics. The work of these educators represented the first progressive education movement of any significant size to emerge in America.

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