"Human potential" and progressive pedagogy: A long cultural history of the ambiguity of "race" and "intelligence"
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"Human potential" and progressive pedagogy : A long cultural history of the ambiguity of "race" and "intelligence". / Øland, Trine.
I: Race Ethnicity and Education, Bind 15, Nr. 4, 01.09.2012, s. 561-585.Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt
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TY - JOUR
T1 - "Human potential" and progressive pedagogy
T2 - A long cultural history of the ambiguity of "race" and "intelligence"
AU - Øland, Trine
PY - 2012/9/1
Y1 - 2012/9/1
N2 - This article examines the cultural constructs of progressive pedagogy in Danish school pedagogy and its emerging focus on the child’s human potential from the 1920s to the 1950s. It draws on Foucault’s notion of ‘dispositifs’ and the ‘elements of history’, encircling a complex transformation of continuity and discontinuity of progressive pedagogy. The Danish context is identified as being part of an international and scientific enlightenment movement circulating in, e.g., the New Education Fellowship (NEF). The cultural constructs embedded in progressivism are clarified in the article: the emergence of ‘intelligence’ and life as a biological phenomenon from the 1920s is illustrated; the emergence of ‘Black culture’, ‘Negros’ and ‘races’ from the 1930s is depicted, and the emergence of ‘national cultures’ from the 1940s – enhanced by UNESCO after World War II – is demonstrated. Although race somehow is replaced by culture, it is suggested that progressivism, unintentionally, exhibits a racist discourse
AB - This article examines the cultural constructs of progressive pedagogy in Danish school pedagogy and its emerging focus on the child’s human potential from the 1920s to the 1950s. It draws on Foucault’s notion of ‘dispositifs’ and the ‘elements of history’, encircling a complex transformation of continuity and discontinuity of progressive pedagogy. The Danish context is identified as being part of an international and scientific enlightenment movement circulating in, e.g., the New Education Fellowship (NEF). The cultural constructs embedded in progressivism are clarified in the article: the emergence of ‘intelligence’ and life as a biological phenomenon from the 1920s is illustrated; the emergence of ‘Black culture’, ‘Negros’ and ‘races’ from the 1930s is depicted, and the emergence of ‘national cultures’ from the 1940s – enhanced by UNESCO after World War II – is demonstrated. Although race somehow is replaced by culture, it is suggested that progressivism, unintentionally, exhibits a racist discourse
KW - Faculty of Humanities
KW - progressivism
KW - intelligence
KW - historiography
KW - racial constructions
U2 - 10.1080/13613324.2011.618830
DO - 10.1080/13613324.2011.618830
M3 - Journal article
VL - 15
SP - 561
EP - 585
JO - Race Ethnicity and Education
JF - Race Ethnicity and Education
SN - 1361-3324
IS - 4
ER -
ID: 33798768