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2018
Volume 69, Issue 1
  • ISSN: 0010-096X
  • E-ISSN: 1939-9006

Abstract

Proponents of reframing argue that prophetic pragmatism entails redirecting contemporary education reforms. While this judgment may defend our professional standing, it overlooks the consequences of redirecting reform's appeals to global competition, which preclude public participation in defining the goals and measures of literacy education. This article forwards an alternate pragmatism for attending to the public consequences of reform discourse.

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/content/journals/10.58680/ccc201729299
2017-09-01
2025-02-19
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http://instance.metastore.ingenta.com/content/journals/10.58680/ccc201729299
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  • Article Type: Research Article
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