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2 books match the query 'Bullough Jr., Robert V'
Populism, Education, and Teaching the Manners of Democracy
Robert V Bullough Jr.
Rutgers University Press, 2027
In an era of intense polarization, misinformation, and challenges to democratic norms, American citizens have become disenchanted with democracy and instead embraced populism and grievance. In Populism, Education, and Teaching the Manners of Democracy Robert V. Bullough Jr. offers readers a range of concepts useful for re-imagining the practice of democratic citizenship, both in the classroom as well as for themselves as citizens. Structured around five democratic manners that Bullough argues teachers, students, and citizens should cultivate, hospitality, attuned listening, voice, reflectivity, and evidential discernment, he argues that democracy is a peculiar and demanding way of life that shares with education the goal of human flourishing. By embracing these five manners, we can counter the current grievance culture and instead promote personal and social growth, reorienting education toward democratic living.
Schooling, Democracy, and the Quest for Wisdom
Partnerships and the Moral Dimensions of TeachingRobert V. Bullough Jr. and John R. Rosenberg
Rutgers University Press, 2018
In response to growing concern in the 1980s about the quality of public education across the United States, a tremendous amount of energy was expended by organizations such as the Holmes Group and the Carnegie Forum to organize professional development schools (PDS) or “partner schools” for teacher education. On the surface, the concept of partnering is simple; however, the practice is very costly, complex, and difficult. In Schooling, Democracy, and the Quest for Wisdom, Robert V. Bullough, Jr. and John R. Rosenberg examine the concept of partnering through various lenses and they address what they think are the major issues that need to be, but rarely are, discussed by thousands of educators in the U.S. who are involved and invested in university-public school partnerships. Ultimately, they assert that the conversation around partnering needs re-centering (most especially on the purposes of public education), refreshing, and re-theorizing.