The dangerous and the good? Developmentalism, progress, and public schooling

Baker, Bernadette (1999) The dangerous and the good? Developmentalism, progress, and public schooling. American Educational Research Journal, 36(4), pp. 797-834.

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Abstract

In light of numerous critiques of developmentalism, this article examines whether developmentalism has been a dangerous way to think about human life. It traces the emergence of different kinds of developmental discourse, locates the discursive preconditions for developmentalism's dominance in education, and examines the conjuncture between developmentalism and progressivism in shaping the limits of education's discursive field since the late 19th century. The article examines some of the productive and repressive legacies of developmental reasoning and concludes by examining present efforts to destabilize and fracture developmental discourse. It suggests that the historical articulation of developmentalism to an idea of progress has not been undermined through present-day critiques that still implicitly project "progress" as the grounds for efforts to destabilize "development. "Alternatives to developmental discourse are considered in relation to how judgments of the dangerous and the good have been shaped through problematic narratives of progress and human freedom. The Dangerous and the Good? Developmentalism, Progress, and Public Schooling - ResearchGate. Available from: http://www.researchgate.net/publication/250184611_The_Dangerous_and_the_Good_Developmentalism_Progress_and_Public_Schooling [accessed Nov 16, 2015].

Impact and interest:

14 citations in Scopus
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11 citations in Web of Science®

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ID Code: 89879
Item Type: Journal Article
Refereed: Yes
DOI: 10.3102/00028312036004797
ISSN: 1935-1011
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Deposited On: 16 Nov 2015 01:59
Last Modified: 16 Nov 2015 01:59

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