Volume 77, Issue 2

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Table of Contents

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Trying Times and the Taught Tensions of Educational Relationships - Winston Thompson

 

Neither Harlem, nor the Harlem Branch Y: The Taught Public - Charles Bingham

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Good Enough, Public Enough: A Response to Charles Bingham’s “Neither Harlem, nor the Harlem Branch Y: The Taught Public” - Clio Stearns

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Distance Education and Pursuit of the Common at the Time of COVID-19: Ontology of Separation - Naoko Saito and Tomohiro Akiyama

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Creating a Transcendent Common without Sanctioning Withdrawal - LeAnn M. Holland

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Is Comprehensive Liberal Social Justice Education Brainwashing? - Nicolas Tanchuk, Tomas Rocha, & Marc Krus

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Grounding Social Justice Education in Deweyan Right to Education: Prospects and Problems - Bruce Maxwell

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What’s Wrong with Manipulation in Education? - Ron Aboodi

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Respect, Concern, and the Wrongness of Manipulation in Education - John Tillson

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Educational Borderlands: Rigidities, Transparencies, and Porosities - Michael J. Richardson

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On Boundary Conditions in Education: Response to Richardson - Chris Higgins

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What is the Thing in Thing-Centered Pedagogy? - Jessica Davis

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Approaching Thing-Centeredness Ecologically - Joris Vlieghe

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The Making of a Pan(en)demic: Educational Theory as Key to Effective COVID Communication - Brenda Seals & Greg Seals

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The Preconditions for Pandemic Pedagogy  - Bryan R. Warnick

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Relearning Our World: Grief, Loss, and Mourning-with - Jessica Lussier

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In Between Mourning-with and Mourning-without - Huey-li Li

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Reasoning One’s Way to Justice? Rationality and Understanding in Political Dialogue - Rachel Wahl

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Three Pictures of Reasoning - Anthony Simon Laden

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Sally Haslanger’s Kneller Lecture

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Educating to Challenge Ideology: A Brief Critical Approach - Quentin Wheeler-Bell

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The Costs of Consciousness Raising: Comments on Sally Haslanger’s Kneller Lecture - Jennifer Morton