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Geography, History, and the Aims of Education: The Possibility of Multiculturalism in Democracy and Education
Author(s) -
Pratt Scott L.
Publication year - 2016
Publication title -
educational theory
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 42
eISSN - 1741-5446
pISSN - 0013-2004
DOI - 10.1111/edth.12162
Subject(s) - multiculturalism , democracy , civilization , multicultural education , context (archaeology) , sociology , colonialism , philosophy of education , epistemology , environmental ethics , foundation (evidence) , pedagogy , social science , political science , law , higher education , philosophy , politics , history , archaeology
In this essay, Scott Pratt develops the tension at work in Democracy and Education between conceptions of multiculturalism that emerge from Dewey's commitment to progress as a process of civilization and from his contrasting commitment to a vision of progress as a localized process that requires respect for boundaries and limits. The first is related to what Patrick Wolfe has called “settler colonialism.” The second conception of multiculturalism, framed by the aims of education and the conception of growth, avoids the problems of the first and provides a foundation for a practical, decolonial multiculturalism in the context of twenty‐first‐century education.