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020			_a9789004534469 _q(print)
020			_a9789004534476 _q(electronic book)
024	7		_a10.1163/9789004534476 _2DOI
035			_a(OCoLC)1349278269
040			_aNL-LeKB _cNL-LeKB _erda
041			_aeng
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072		7	_aJN _2bicssc
082	0	4	_a370.9182/2 _223
245	1	0	_aDewey, Education, and the Mediterranean : _bThemes, Trails, and Traces / _cedited by Maura Striano and Ronald G. Sultana.
246	3		_aThemes, Trails, and Traces
264		1	_aLeiden ; _aBoston : _bBrill, _c2023.
264		4	_c©2023
300			_a1 online resource
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _2rdacarrier
490	1		_aComparative Education and the Mediterranean Region ; _v4
490	1		_aEducational Research E-Books Online, Collection 2022
504			_aIncludes bibliographical references and index.
505	0		_tPreliminary Material / _rMaura Striano and Ronald G. Sultana -- Copyright page / _rMaura Striano and Ronald G. Sultana -- Advance Praise for Dewey, Education, and the Mediterranean: Themes, Trails, and Traces / _rMaura Striano and Ronald G. Sultana -- Dedication Page / _rMaura Striano and Ronald G. Sultana -- Acknowledgements / _rMaura Striano and Ronald G. Sultana -- Notes on Contributors / _rMaura Striano and Ronald G. Sultana -- Introduction A Mediterranean Dewey … a Deweyan Mediterranean / _rMaura Striano and Ronald G. Sultana -- Chapter 1 Dewey and Democratic Lifelong Education / _rKenneth Wain -- Chapter 2 Dewey’s Educational and Democratic Ideals -- Conditions for Implementation in Mediterranean Arab Countries / _rRadhi H. Al-Mabuk and Abdullah F. Alrebh -- Chapter 3 John Dewey’s Improbable Mediterraneity / _rJohn Baldacchino -- Chapter 4 An Indigenous Foreigner in Portugal -- John Dewey’s Latent Presence in the Early 20th Century Works of the New School Quartet / _rJorge Ramos do Ó, Tomás Vallera, Tiago Almeida, António Henriques, and Ana Luísa Paz -- Chapter 5 Revisiting and Reimagining Schools for Shared Life and Peace in a Conflict-Ridden Region -- A Deweyan Lens / _rKhalid Arar and Anna Saiti -- Chapter 6 Dewey and the ‘Sheikh,’ or the Paradox of the Algerian School / _rMohamed Miliani -- Chapter 7 Current Issues of Democracy and Education in Tunisia as Interpreted through Dewey’s Approach / _rAbdeljalil Akkari -- Chapter 8 Educational Institutions and John Dewey in Early 20th Century Egypt / _rFarida Makar -- Chapter 9 John Dewey’s Influence in Shaping Israel’s Educational Philosophy and Practice (1930s–2010s) / _rGadi Bialik and Yuval Dror -- Chapter 10 The Effect of Dewey’s Educational Philosophy and Practice on the Palestinian Education System / _rAnwar Hussein-Abdel Razeq -- Chapter 11 John Dewey’s Impact on Greek Education and Pedagogical Thought / _rDimitrios Foteinos and Michael Kassotakis -- Chapter 12 Learner-Centred Perspectives in School Curricula and Teacher Education -- The Impact of John Dewey’s Visit to Turkey in the Early Republican Era / _rGökçe Gökalp and Ali Yildirim -- Chapter 13 John Dewey’s ‘Civilizing’ Mission and His Developmentalist Utopianism / _rMarianna Papastephanou -- Chapter 14 Schools of Tomorrow – Tomorrow’s Schools -- A Reading of a Maltese Document from a Deweyan Perspective / _rDaniela Mercieca and Duncan P. Mercieca -- Chapter 15 Dewey’s Impact on Italian Culture -- A Long-Lasting Influence / _rMaura Striano -- Chapter 16 Reconstructing Dewey, Rethinking Education -- The Legacy of John Dewey’s Educational Thought and the Development of the Sciences de l’Éducation in France Since 1967 / _rSamuel Renier -- Chapter 17 The Pedagogy of John Dewey in Spain -- Between Educational Innovation and Theoretical Challenge / _rJosé González-Monteagudo and Patricia Delgado-Granados.
520			_aThere are few, if any, other educational philosophers that have left their mark internationally as John Dewey has. Author of 40 books and no less than 700 articles that appeared in over 140 journals, Dewey’s work has been translated into at least 35 languages. His landmark Democracy and Education – published over a century ago in 1916 – is one of the most cited educational texts ever. Dewey has inspired educators and provoked controversies in his day, and still does so today. This volume sets out to engage with Dewey’s educational thought, especially as it relates to its circulation in the countries bordering on the Mediterranean. Authors consider his enduring influence, and reflect on the ‘push’ and ‘pull’ forces that served to anchor progressivism, in its multiple manifestations, in the region. The notion of a unidirectional force – personified by Dewey – that is somehow absorbed by the ‘receiving’ country is problematised by most if not all chapters in this volume. Rather, contributors carefully show how context affects a process marked by active appropriation, re-interpretation, adaptation, as well as resistance. Sometimes a vibrant presence that still needs to be reckoned with, at other times a ghostly figure nevertheless serving to sustain democratic aspirations in and through education, Dewey and his message resonate, challenge, and demand a response.
546			_aEnglish
588			_aDescription based on print version record.
650		0	_aComparative education _zMediterranean Region _xCross-cultural studies.
650		0	_aEducation _xPhilosophy.
650		0	_aProgressive education _zMediterranean Region _xCross-cultural studies.
700	1		_aStriano, Maura, _eeditor.
700	1		_aSultana, Ronald G., _eeditor.
776	0	8	_iPrint version: _tDewey, Education, and the Mediterranean : Themes, Trails, and Traces. _dLeiden : Boston : Brill, 2023. _z9789004534469 _w(DLC) 2022043658 _w(OCoLC)1350644516
830		0	_aComparative Education and the Mediterranean Region ; _v4.
830		0	_aEducational Research E-Books Online, Collection 2022.
856	4		_zDOI: _uhttp://dx.doi.org/10.1163/9789004534476
999			_c38244 _d38244