knightk2

Recent Submissions

  • Public schools, public goods, and public work 

    Knight-Abowitz, Kathleen; Stitzlein, Sarah M.
    When determining whether public schools constitute a public good, it’s important to understand what we mean by a public good. An economic definition, common among school choice advocates, focuses on the individual benefits ...
  • Contemporary Discourses of Citizenship 

    Knight-Abowitz, Kathleen; Harnish, Jason
    Meanings of “citizenship,” a concept that has informed teaching practices since nation-states first institutionalized schooling, are shaped over time and through cultural struggles. This article presents a conceptual ...
  • Moral perception through aesthetics: Engaging imaginations in educational ethics 

    Knight-Abowitz, Kathleen
    Moral "seeing" - the ability to take in the particulars of a moral encounter, and to interpret and imagine its implications - is analogous to aesthetic perception. This article defends and explores the use of aesthetic ...
  • What makes a Public School Public? A Framework for Evaluating the Civic Substance of Schooling 

    Knight-Abowitz, Kathleen; Higgins, Christopher
    Between the banality of the phrase in some contexts and its sacredness in others, it is hard even to ask the most basic question: what makes a public school public? In realms of governance, curriculum, and pedagogy, ...
  • Imagining democratic futures for public universities: Educational leadership against fatalism’s temptations 

    Knight-Abowitz, Kathleen
    At current rates, almost all U.S. public universities could reach a point of zero state subsidy within the next fifty years. What is a public university without public funding? In this essay, Kathleen Knight Abowitz ...
  • Achieving Public Schools 

    Knight-Abowitz, Kathleen
    Public schools are functionally provided through structural arrangements such as government funding, but public schools are achieved in substance, in part, through local governance. In this essay, Kathleen Knight Abowitz ...
  • Heteroglossia and Philosophers of Education 

    Knight-Abowitz, Kathleen
    Essay commentary on Rene Arcilla's question regarding the predicament of the contemporary philosopher of education. I use the example of Cornel West to illustrate how his philosophical work exemplifies the concept of ...
  • The Interdependency of vocational and liberal aims in higher education 

    Knight-Abowitz, Kathleen
    Our teaching and curricula need to reflect the connected nature of the vocational and the liberal, two differing but interrelated aims in higher education.Most students see their academic lives—their liberal arts classes ...
  • Charter schooling and democratic justice 

    Knight-Abowitz, Kathleen; Karaba, Robert
    As the mixed achievements of charter schools come under more intense political inspection, the conceptual underpinnings of current charter school reform remain largely unexamined. This article focuses on one moralpolit ...
  • Moving Out of the Cellar: A New (?) Existentialism for a Future without Teachers 

    Knight-Abowitz, Kathleen; Kline, Kip
    We employ some of the most recognizable ideas from the existentialism of Sartre and Kierkegaard as a way to understand the current “teacher (human) condition.” In so doing we examine key existentialist concepts—fear and ...
  • The War on Public Education: Agonist Democracy and the Fight for Schools as Public Things 

    Knight-Abowitz, Kathleen
    Agonistic critiques of democratic theory conceptualize democracy as a site of conflict and struggle; as the fight against privatization escalates, these critiques become more relevant for educational governance. Public ...
  • What’s pragmatic about community organizing? 

    Knight-Abowitz, Kathleen
    In this paper I explore whether and how philosophical pragmatism might be a useful tool for achieving educational reform through social action work such as community organizing. I explore Aaron Schutz’s arguments relevant ...
  • A Situated Philosophy of Education 

    Knight-Abowitz, Kathleen; Burbules, Nicholas
    Philosophy of education today is broadly divided between two fundamentally different views about the nature of philosophy itself. This meta-debate is almost never engaged directly, and yet it is exemplified in one way ...

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