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.
Recommended Citation
Algava, A.
(2016).
Beyond Child-Centered Constructivism: A Call for Culturally Sustaining Progressive Pedagogy.
Occasional Paper Series,
(35).
DOI: https://doi.org/10.58295/2375-3668.1110
Included in
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Disability and Equity in Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Social and Philosophical Foundations of Education Commons