Abstract
The centennial of Democracy and Education invites those who study education and curriculum to reconsider this major work and its place in today’s world. One of the most cited works in educational scholarship (and the most cited of Dewey’s many works), the perspective it provides is not evident in US policy-making or in school practice. The paper looks at this anomaly and at the role of Democracy and Education in educational thinking and practice in the USA.
Full Text
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