David Granger

“The Science of Art: Aesthetic Formalism in John Dewey and Albert Barnes Part II,” The
Journal of Aesthetic Education, vol.52, no.2, Summer 2018, 53-70

“The Science of Art: Aesthetic Formalism in John Dewey and Albert Barnes Part I,” The
Journal of Aesthetic Education, vol.52, no. 1, Spring 2018, 55-83

“Introduction: John Dewey on Philosophy and Childhood,” co-authored by Maughn Gregory,
Education & Culture, vol.28, no.2, Fall 2012, 1-25.

“Art in Inquiry: John Dewey, Soviet Russia, and the Trotsky Commission,” Inter-American
Journal of Philosophy, vol.4, no.1, Summer 2013, 53-66

“Somaesthetics and Racism: Toward an Embodied Pedagogy of Difference,” The Journal of
Aesthetic Education, vol.44, no.3, Fall 2010, 69-81

“NCLB and the Spectacle of Failing Schools: The Mythology of Contemporary School
Reform,” Educational Studies: A Journal of the American Studies Association, vol. 43, no. 3,
Summer 2008

“Funny Vibe: An Embodied Approach to Anti-Racist Education” in Art’s
Teachings, Teaching’s Art, Tyson Lewis and Megan Laverty, eds. (New York: Springer,
2015).

“Conversation and the ‘Best Possible Point of Encounter’: Cavell’s Emersonian Perfectionism
and Dewey’s Cultivated Naiveté,” Philosophy of Education 2012, ed. Claudia
Ruitenberg (Urbana, Ill: Philosophy of Education Society, 2012), 290-293

“Pluralism and Praxis: Philosophy of Education for Teachers,” co-authored by Jane Fowler
Morse in What Ever Happened to Soul? A Manifesto of Revival, Randy Hewitt
and Joe L. Kincheloe, eds. (New York: Peter Lang Publishing, 2011).

“In Search of the Extraordinary in the Ordinary: Philip Jackson and/on John Dewey,” with
Craig A. Cunningham as second author, in A Life in Classrooms: Philip W. Jackson and the
Practice of Education, David T. Hansen, Mary Erina Driscoll, and Rene V. Arcilla, eds.
(New York: Teachers College Press, 2007), 135-152.

John Dewey, Robert Pirsig, and the Art of Living: Revisioning Aesthetic Education,
Palgrave Macmillan, 307 pages, September 2006.