Abstract
ABSTRACT In this intellectual history, the author traces the refashioning, fall, and re-emergence of the reception of Dewey’s work between 1960 and 1988 by student-centred radicals, de-schooling advocates, neo-Marxists, critical educators, and feminist pedagogues—scholars collectively known as the New Left. New Left scholars rejected the assimilationist, bureaucratic, and elitist ideas of the 1940s and 1950s and espoused existential, participatory, and localized educational alternatives. Educators cast Dewey as a subversive in the 1960s, a corporate liberal in the 1970s, and a critical and feminist educator in the 1980s. Many of the argumentative strands of the New Left ignored one another and, as a result, scholars have failed to fully address some of the unresolved ambiguities and paradoxes in Dewey’s work.
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