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Not to be conflated with systems of accountability, this book
examines responsibility as a subject of educational inquiry. The
author argues that responsibility in its most radical sense is not
connected to a higher authority. Rather, responsibility summons the
actor to do the right thing when no one else is there to announce
what is right; it involves speaking the truth in a world that is
increasingly characterized by organized lying and organized
irresponsibility. The search for responsibility as education is
explored through a wide range of issues including: studying the
ways in which the bureaucratization of the world undermine ethical
consciousness; cultivating the ethical imagination in education
which is not only vital to sustaining democracy, but to
counteracting indifference to crimes against humanity and crimes
against the planet; critiquing the imperial nationalism of a wave
of education legislation requiring American schools to provide
instruction on genocides and other mass atrocities that take place
by 'others' and 'abroad' but not at 'home' or by 'us'; centralizing
a curriculum of common sense in an era marked by a breakdown of
common sense and disinformation narratives; and facing a reality
that can never be experienced: the end of the world. Reimagining
education as an avenue for cultivating personal responsibility and
global justice, this text will be of interest to students,
scholars, and researchers working in curriculum studies, philosophy
of education, educational policy, and teacher education.
Devoted to and inspired by the late Maxine Greene, a champion of
education and advocator of the arts, this book recognizes the
importance of Greene's scholarship by revisiting her oeuvre in the
context of the intellectual historicity that shaped its formation.
As a scholar, Greene dialogued with philosophers, social theorists,
writers, musicians, and artists. These conversations reveal the
ways in which the arts, just like philosophy and science, allow for
the facilitation of "wide-awakeness," a term that is central to
Greene's pedagogy. Amidst contemporary trends of neoliberal,
one-size-fits-all curriculum reforms in which the arts are
typically squeezed out or pushed aside, Greene's work reminds us
that the social imagination is stunted without the arts. Artistic
ways of knowing allow for people to see beyond their own worlds and
beyond "what is" into other worlds of "what was" and "what might"
be some day. This volume demonstrates Maxine Greene's profound
ability to illuminate the importance of the artistic world and the
imaginary for development of the self in the world and for
encouraging a "wide-awakeness" reflective of an emerging political
awareness and a longing for a democratic world that "is not yet."
This book was originally published as a Special Issue of The Review
of Education, Pedagogy and Cultural Studies.
Devoted to and inspired by the late Maxine Greene, a champion of
education and advocator of the arts, this book recognizes the
importance of Greene's scholarship by revisiting her oeuvre in the
context of the intellectual historicity that shaped its formation.
As a scholar, Greene dialogued with philosophers, social theorists,
writers, musicians, and artists. These conversations reveal the
ways in which the arts, just like philosophy and science, allow for
the facilitation of "wide-awakeness," a term that is central to
Greene's pedagogy. Amidst contemporary trends of neoliberal,
one-size-fits-all curriculum reforms in which the arts are
typically squeezed out or pushed aside, Greene's work reminds us
that the social imagination is stunted without the arts. Artistic
ways of knowing allow for people to see beyond their own worlds and
beyond "what is" into other worlds of "what was" and "what might"
be some day. This volume demonstrates Maxine Greene's profound
ability to illuminate the importance of the artistic world and the
imaginary for development of the self in the world and for
encouraging a "wide-awakeness" reflective of an emerging political
awareness and a longing for a democratic world that "is not yet."
This book was originally published as a Special Issue of The Review
of Education, Pedagogy and Cultural Studies.
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