"Human potential" and progressive pedagogy: A long cultural history of the ambiguity of "race" and "intelligence"

Research output: Contribution to journal › Journal article › Research › peer-review

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"Human potential" and progressive pedagogy : A long cultural history of the ambiguity of "race" and "intelligence". / Øland, Trine.

In: Race Ethnicity and Education, Vol. 15, No. 4, 01.09.2012, p. 561-585.

Research output: Contribution to journal › Journal article › Research › peer-review

Harvard

Øland, T 2012, '"Human potential" and progressive pedagogy: A long cultural history of the ambiguity of "race" and "intelligence"', Race Ethnicity and Education, vol. 15, no. 4, pp. 561-585. https://doi.org/10.1080/13613324.2011.618830

APA

Øland, T. (2012). "Human potential" and progressive pedagogy: A long cultural history of the ambiguity of "race" and "intelligence". Race Ethnicity and Education, 15(4), 561-585. https://doi.org/10.1080/13613324.2011.618830

Vancouver

Øland T. "Human potential" and progressive pedagogy: A long cultural history of the ambiguity of "race" and "intelligence". Race Ethnicity and Education. 2012 Sep 1;15(4):561-585. https://doi.org/10.1080/13613324.2011.618830

Author

Øland, Trine. / "Human potential" and progressive pedagogy : A long cultural history of the ambiguity of "race" and "intelligence". In: Race Ethnicity and Education. 2012 ; Vol. 15, No. 4. pp. 561-585.

Bibtex

@article{6a9564c3dbb144e28d36ddd3c4126e9b,
title = "{"}Human potential{"} and progressive pedagogy: A long cultural history of the ambiguity of {"}race{"} and {"}intelligence{"}",
abstract = "This article examines the cultural constructs of progressive pedagogy in Danish school pedagogy and its emerging focus on the child{\textquoteright}s human potential from the 1920s to the 1950s. It draws on Foucault{\textquoteright}s notion of {\textquoteleft}dispositifs{\textquoteright} and the {\textquoteleft}elements of history{\textquoteright}, 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 {\textquoteleft}intelligence{\textquoteright} and life as a biological phenomenon from the 1920s is illustrated; the emergence of {\textquoteleft}Black culture{\textquoteright}, {\textquoteleft}Negros{\textquoteright} and {\textquoteleft}races{\textquoteright} from the 1930s is depicted, and the emergence of {\textquoteleft}national cultures{\textquoteright} 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",
keywords = "Faculty of Humanities, progressivism, intelligence , historiography, racial constructions",
author = "Trine {\O}land",
year = "2012",
month = sep,
day = "1",
doi = "10.1080/13613324.2011.618830",
language = "English",
volume = "15",
pages = "561--585",
journal = "Race Ethnicity and Education",
issn = "1361-3324",
publisher = "Taylor & Francis Online",
number = "4",

}

RIS

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