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Abstract

Algava argues that twentieth-century constructivist pedagogies are not sufficient to fulfill progressive education's inherently political, activist and democratic potential. She calls for a culturally sustaining progressive pedagogy that critically engages questions of power with both children and teachers.

Author Biography

Alisa Algava strives to understand how child- and community-centered schooling contests structural inequity and creates moments and spaces of radical possibility. A former student, teacher and principal in progressive elementary schools, Alisa connects a developmental approach with a social and educational justice stance in her work with both children and adults. She graduated from and teaches in Bank Street’s leadership programs and is currently a doctoral student in Urban Education at the CUNY Graduate Center.

 

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