The Educators and the Curriculum: Stories of Progressive Education in the 21st Century

Year 2013, Volume: 9 Issue: 3, 107 - 123, 01.12.2013

Abstract

This study, inspired by phenomenological and narrative methods, explored the question, ―What does it mean to be a progressive educator in the 21st century?‖ Rather than a prescriptive piece about what progressive educators should or should not do, this study uses the experiences of three self-identified progressive educators to build a new understanding of this term. The participants, two heads of private school and one public school district superintendent, shared stories of their backgrounds, their current schools, and a time when they felt particularly successful in their work as progressive educators. Their stories reveal a commitment to risk taking, to achieving a balance between individual student and social needs, and to finding meaning in their connection with students and colleagues

Keywords

Progressive education, personal practical knowledge, school leaders, phenomenological study, narrative inquiry, 21st century