Conference – Democratic Education

Washington DC, April 2016: The John Dewey Society, with generous support from the Spencer Foundation, will host a Conference on Democratic Education, celebrating the centennial of the publication of Democracy and Education, April 2016 in Washington D. C.  Education in the democratic nations anti-democratic challenges. The imposition by elites of fixed, top-down “standards” backed by high stakes standardized tests has converted our schools into test prep academies where the aims of learners are neglected and the autonomy of teachers demolished.

For more information: Democracy Education – April 2016, Washington DC.


Job Listing: CU Boulder Democracy and Education

School of Education – 2015-2016 Faculty Positions
Democracy and Education

The School of Education at the University of Colorado Boulder announces a Democracy and Education tenure track faculty position for the 2015-2016 academic year. This is an open rank position that may be filled at the Assistant, Associate or full Professor level based on the competitiveness of applicants.

CU Boulder Job Listing


Call for Papers

JDS Past Presidents’ Panel: The John Dewey Society calls for paper proposals for the Past Presidents’ Panel at its annual meeting, to be held in conjunction with the American Educational Research Association meeting in Chicago, April 16-17, 2015. Successful proposals may also be considered for publication in the special Democracy and Education centennial issue of Educational Theory in 2016. The panel theme is: Revisiting Democracy and Education.

Deadline: Monday, Nov. 3, 2015 (Extended to Nov. 10)

For more information:  CFP Revisiting Democracy and Education


New Faces on Our Board

John Dewey Society is governed by a Board of Directors who serve three year terms, and this year we’re delighted to welcome four new members to their ranks.

Doris Santoro is an Associate Professor of Education at Bowdoin College where she teaches courses in educational studies and teacher education.  Her current scholarship explores the moral dimensions of teacher dissatisfaction through philosophical-qualitative inquiry.  Dewey’s ethics, faith in teachers’ capacities and his belief in the integration of empirical and philosophical research inspire her work. A recent publication is “‘I was becoming increasingly uneasy about the profession and what was being asked of me’: Preserving Integrity in Teaching,” Curriculum Inquiry (2013).

Kurt Stemhagen is an associate professor at Virginia Commonwealth University where he works to use his teaching, scholarship, and service to help increase equity and opportunity in his community and to add to social justice discourse in his discipline (philosophy of education). He is a founder of Richmond Teachers for Social Justice (a grass roots, Deweyan group established to promote teacher participation in educational and social policy decisions) and he works closely with Richmond City Public Schools on several projects.  He sees JDS as a very important organization both for its role in supporting Dewey-inspired scholarship and for its commitment to linking scholarly realms to broader social realities.

Sarah Stitzlein is an Associate Professor in the College of Education at the University of Cincinnati.  Her research focuses on issues of democracy, political agency, and equality in education. The work of John Dewey is integrated throughout her scholarship, featured predominantly in her most recent book, Teaching for Dissent: Citizenship Education and Political Activism (2012), where she explores how Dewey and other Progressive Era Pragmatists improved political dissent and can be drawn on in educational contexts today to improve the response of schools to our shifting political climate.

Terri S. Wilson is an Assistant Professor in the College of Education and Human Services at Southern Illinois University Carbondale.  Her research focuses on the conceptual foundations and normative significance of education policy, including issues raised by choice, marketization and parent engagement. She has drawn on Dewey to explore the significance of small school reform, parents’ interests in school choice and definitions of ‘scientific’ research in education.  Along with fellow new Board member Doris Santoro, Dr. Wilson has recently edited a special issue of Studies in Philosophy of Education on the theme of philosophy of education and empirical research.

We thank outgoing Board members Gert Biesta (University of Luxenbourg), Rosetta Marantz-Cohen (Smith College), and Maura Striano (University of Naples Federico II) for their service.