Meetings & Other Events
Meetings & Other Events

Dear Dewey Studies SIG Members

We are excited to present the AERA Annual Meeting, Philadelphia, Dewey Studies SIG presentations as follows:

Friday, April 12, 2024 

Dewey Studies SIG Business Meeting and Reception

Fri, April 12, 6:45 to 8:15pm, Philadelphia Marriott Downtown, Floor: Level 3, Room 307

Session Type: Business Meeting

Saturday, April 13, 2024 

The Erotic Reconstitution of Democratic Life: From Socrates to Today

Sat, April 13, 7:45 to 9:15am, Philadelphia Marriott Downtown, Floor: Level 4, Franklin 7

Session Type: Symposium

AI, Politics, Outdoor Learning, and Gardens: Where Is the Golden Dewey Thread? (Table 40)

Sat, April 13, 9:35 to 11:05am, Pennsylvania Convention Center, Floor: Level 200, Exhibit Hall B

Session Type: Roundtable Session

·      Chair: Jiwon Kim, Monmouth University

·      A Progressive Approach to Leverage AI to Enhance Learning Outcomes in the Classroom (Chris Tognocchi, Texas Tech University, Jeasik Cho, Texas Tech University) 

·      What Would Dewey Think? John Dewey and Continental Philosophy, Revisited in Politically Fractious Times (Todd Alan Price, National Louis University, Rose M. Ylimaki, Northern Arizona University, Daniel J. Castner, Indiana University) 

·      ChatGPT for the Intellectual Soul: A Deweyan Perspective on AI Classroom Praxis (Frank Ward, Texas Tech University, Jeasik Cho, Texas Tech University)

·      Experiencing Dewey's Philosophy: A Pioneering Study of Outdoor Learning in Upward Bound (Luke Parker, University of Kansas) 

·      Edible Gardens and Culinary Kitchens as Dewey’s Experiential Education: Student Perceptions Through Self-Determination Theory (Michael Szolowicz, California State University – Bakersfield, John Stark, California State University – Bakersfield)

Self, Society, and Education for Belonging

Sat, April 13, 9:35 to 11:05am, Philadelphia Marriott Downtown, Floor: Level 4, Room 406

Session Type: Paper Session

New Ways of Seeing Dewey

Sat, April 13, 1:15 to 2:45pm, Philadelphia Marriott Downtown, Floor: Level 3, Room 307

Session Type: Paper Session

·      Chair/Discussant: Barbara S. Stengel, Vanderbilt University

·      Co-Curriculum-Making’s Lessons: Deweyan Roominess Fostering the Needed Sensemaking Terrain for Constructing Educational Possibilities (Margaret A. Macintyre Latta, University of British Columbia – Okanagan) 

·      Dewey, Pedagogy, and Psychagogy (David T. Hansen, Teachers College, Columbia University) 

·      Three Deweyan Ideas for the Age of Diasporas (Leonard J. Waks, Temple University)

·      The Need for a Reconceptualization of the Meaning of Teaching (Ninni Wahlstrom, Linnaeus University, Bettina Vogt, Linnaeus University)

·      Is Dewey a Typical Case of Cultivation Paradigm? A Response to Gert Biesta (Daoyong Ding, Beijing Normal University)

We look forward to seeing you!

Kind regards,  

Dewey Studies SIG Committee


2024 AERA Annual Meeting Call for Paper and Session Submissions, Dewey Studies SIG

Dear Dewey Colleagues, 

We invite your submission of proposals (this includes papers and alternative sessions, e.g., demonstrations and performances; workshops; symposia; working roundtables; off-site visits) for the forthcoming Dewey Studies Special Interest Group (SIG #56) of the 2024 AERA Annual Meeting. The place-based component will be held in Philadelphia, PA, April 11-14, and the virtual component will be hosted on an online platform and mobile app April 25-26.

We especially encourage experientially-based proposals, in the spirit of Dewey and Philosophy in Practice.  

Dewey Studies SIG provides a forum for scholars, activist-scholars, and practitioners interested in pragmatist philosophies and theories of practice aimed at democratic ends. We are dedicated to studies that engage John Dewey’s writings directly and those that embrace the progressive, pragmatist intellectual tradition broadly speaking, including themes of social justice, care, and engaged critical reflection. We seek an inclusive scholarly community dedicated to democratic societal and educational ends, including work that takes up where Dewey left off.

In this spirit, we look forward to a wide range of proposals that echo these themes. We welcome conceptual papers, empirical studies, performance, interactive workshops, and other forms of creative inquiry. Teacher voices and the voices of learners, work from other countries where Dewey has made a particular impact, and social-justice-oriented themes that bring out this aspect of Dewey’s work, are also of interest. In addition, we encourage submissions that address the 2024 AERA meeting theme: "Dismantling racial injustice and constructing educational possibilities: a call to action." As the annual meeting theme notes, education research must remain “relevant” to “racial, ethnic, gender, and other demographic changes,” ... “constructing educational possibilities across P–20 systems”. Specifically, in what ways can our historical understandings of Dewey, in light of these issues, create new Deweyan narratives and practices today? There are a number of openings that the meeting theme presents that align with Dewey’s work: democracy, dialogue and communication, community engagement, inquiry, critical and collaborative reflection.

Please note that we especially welcome proposals from graduate students and those in their early career stage, and have awards to assist their travels to the annual meeting. Also, if you are a graduate student or know anyone who is, please feel free to contact us with questions, ideas, or suggestions, both before and during the 2024 Annual AERA Meeting. This may pertain to research, job searches, mentoring, careers in the fields of philosophy of practice, philosophy of education, teacher education, or teaching and learning.

Submission for the 2024 Annual Meeting will close: Monday, July 31, 2023 (11:59 p.m. PDT). Please encourage your colleagues, including graduate students and teachers, to submit to our SIG #56 even if they are not yet members.

For more information, please check 2024 Annual Meeting Call for Paper and Session Submissions. If you have any questions, please feel free to contact Program Chair, Jiwon Kim ( or SIG Chair, Carol Rodgers (

Best wishes, 

Program ChairJiwon Kim, Monmouth University 

ChairCarol Rodgers, University at Albany

Invitation to Dewey Studies SIG Events and Dewey related presentations at AERA 2023 Virtual Conference

The following posters from the Dewey Studies Sig are at the Virtual AERA Conference May 4th - 5th. 

1. Educational Implications of Applying Dewey's Art as Experience to Frank Lloyd Wright's Architecture

Thu, May 4, 7:00am to 7:00pm CDT (Thu, May 4, 1:00pm to Fri, May 5, 1:00am BST), AERA i-Presentation Gallery, AERA Virtual i-Presentation Gallery
Fri, May 5, 7:00am to 7:00pm CDT (Fri, May 5, 1:00pm to Sat, May 6, 1:00am BST), AERA i-Presentation Gallery, AERA Virtual i-Presentation Gallery


How does Dewey’s (1934/2005) Art as Experience apply to Frank Lloyd Wright’s Prairie style architecture? This conceptual paper is organized in three sections: (1) Introduction of Dewey and Wright as contemporaries and the literature on Wright’s legacy, (2) applying the philosophy of Dewey’s Art as Experience to Wright’s residential designs, and (3) conclusion with implications of Wright’s architecture as educational experience. Pictures of a selection of Wright’s houses will be used for examples of how Wright’s architectural aesthetic fulfills art-as-experience from the Deweyan perspective and, thus, his residential architecture was itself an applied educational tool that has implications for school design. 

Author: Adam I. Attwood, Austin Peay State University

2. Pedagogical Moments: Lingering With Aoki, Dewey, and Erasure Poetry

Thu, May 4, 7:00am to 7:00pm CDT (Thu, May 4, 1:00pm to Fri, May 5, 1:00am BST), AERA i-Presentation Gallery, AERA Virtual i-Presentation Gallery
Fri, May 5, 7:00am to 7:00pm CDT (Fri, May 5, 1:00pm to Sat, May 6, 1:00am BST), AERA i-Presentation Gallery, AERA Virtual i-Presentation Gallery


Drawing from Ted T. Aoki’s and John Dewey’s educational philosophies, I share a collection of erasure poems and reflective narratives to explore teaching as an ever-present process, a pedagogical way of be(com)ing. Theoretically framed by Dewey’s theories on experience and education and Aoki’s notions on the true meaning of teaching, I discuss my (un)learning journey of what it means to be(come) in presence with my students. 

With those ideas in mind, this paper is organized into the following five concepts: pedagogical presentness, pedagogical watchfulness, pedagogical thoughtfulness, pedagogical truthfulness, and pedagogical beingness. With layered voices of Aoki and Dewey, I evoke new possibilities, questions, and ways of (re)creating more meaningful teaching and learning moments.

Author: Jee Yeon Ryu, Yorkville University

There is another paper that may be of interest to you:

A Dialogue Between John Dewey and China: May Fourth Movement and Reformation of Democratic Ideal

Fri, May 5, 8:00 to 9:30am CDT (2:00 to 3:30pm BST), SIG Virtual Rooms, Confucianism, Taoism, Buddhism and Education SIG Virtual Session Room


John Dewey’s sojourn in China from 1919 to 1921 happened to intertwine with the May Fourth/New Culture Movement in Chinese history. Such a historical coincidence brought about a fascinating conversation between Deweyan pragmatism and China of the May Fourth era. In this paper, I examine the ways in which Chinese social institutions, cultural customs, and political climates in a given historical context interacted with John Dewey’s American pragmatism. Using the approach of foundational studies, this paper aims to analyze how Chinese social, political, and educational situations combine to influence Dewey’s intellectual thought. In other words, the crucial question that this work seeks to answer is: How Dewey’s experience in China reshaped his own idea of democracy and cultural diversity.

Author:James Yang, BNU-HKBU United International College

There is also an interesting paper that refers to Dewey 1938:

When Not Getting Your Due Is Your Due: Excessive Entitlement in Action

Thu, May 4, 2:30 to 4:00pm CDT (8:30 to 10:00pm BST), SIG Virtual Rooms, Narrative Research SIG Virtual Session Room



Situated at the intersection where excessive entitlement (Ratnam, 2021) and the ‘best-loved self’ (Author, 2013, 2017, 2020) meet, this research captures what happens when the excessive entitlement of one educator trumps the entitlement of another, detracting from the other’s best-loved self. Tara Ratnam coined the phrase, excessive entitlement, while observing a teacher demand more of a minoritized student than the student should have to give. Ratnam theorized that similar transactions happen in higher education professor-student and professor-professor relationships. International cases are contained in a book (Ratnam & Author, 2021) that includes a rigorous literature review (Asadi & Ali, 2021).

This paper’s purpose is to delve more deeply into excessive entitlement and how it brushes against students’/educators’ best-loved selves. The work investigates the place where greediness (excessive entitlement) and longing (best-loved self) intersect in academia. It focuses on what should legitimately be one’s due (what one is entitled to) versus the kind of due one receives when those who are excessively entitled are involved.

Excessive entitlement is the belief that one’s voice, opinion, and assessment hold more weight than others; the best-loved self is the image of self to which educators aspire. The way that greed and longing become known and expressed is through experience. Experience reaches back to the past while focusing on the present and leaning toward the future. Experience can be educative (productive) or non-educative (non-productive) (Dewey, 1938). Reflecting on non-educative experience can make it educative, albeit after-the-fact (Lyons, 2010).

Narrative inquiry is “an experience of experience” (Clandinin & Connelly, 2000). It unfolds in a three-dimensional inquiry space, which, patterning Dewey (1938), accounts for temporality, sociality, and place. The proposed narrative inquiry uses fictionalization, along with broadening, burrowing and storying-restorying, as analytical tools to dig at the roots of the puzzling phenomena of “due” (what one is legitimately entitled to).

In the two featured stories of experience, the excessive entitlement of one educator trumps that of another or others. Then, the excessively titled individual, in both cases, claims that the other/s—not them—are acting in excessively entitled ways. Distilled to the essence, this is how the “not getting your due is your due” theme surfaced. The two stories—one about faculty and graduate students; the other unpacking a professor-professor exchange—draw to the forefront academic hegemonies, existing below the surface. These include but are not limited to: STEM educators believing they are more entitled, males considering themselves more entitled, and those who are older and/or more experienced thinking they are more entitled. Also, those with large grants can lord their superiority over others—even those who have received national/international recognition that far outweighs their achievements.

Worldwide, push-and-pull forces between different forms of goods are at work and how educators are recognized (given their due)—or not—has become a contentious issue, worthy of investigation. This contribution animates two rich cases that reveal complex societal forces that are in competition with one another where faculty recognition is concerned.


and Dewey is also referred to in the following presentation that may be of interest to you:

Freedom's Song: Cultivating Creativity and Releasing Imagination Through Music — Speculative Memoir

Fri, May 5, 4:15 to 5:45pm CDT (10:15 to 11:45pm BST), SIG Virtual Rooms, Critical Issues in Curriculum and Cultural Studies SIG Virtual Session Room


The researcher illustrates a speculative memoir where the researcher composes and speculates (Schubert, 1991) her memoir (Barrington, 1997/2002; Ledoux, 2006; Zinsser, 1998). The researcher questions educational climates in public schools where music is often devalued or eliminated. As a musician and music educator, the researcher explores the machines of power and control (Au, 2009, 2015; Callahan, 1962; Foucault, 1995; Freire, 2011; Garrison, 2009; Kohn, 2004/2012; Kozol, 1991; Ladson-Billings, 2006; Nussbaum, 2010; Pinar et al., 1995/2000; Ravitch, 2013; Rodriguez, 2011; Saltman & Means, 2015; Watkins, 2012) that sabotage creativity and imprison body and mind (Foucault, 1995). She seeks to empower the arts, specifically music education, through imagination and social emotional learning (Baker, 2008; Broudy, 1972; Daspit & Weaver, 2001; Dewey, 1934/2005; Eisner, 1979, 1994, 1998, 2002, 2003, 2006; Gershon, 2018, 2019; Greene, 1988, 1995, 2001; Ibrahim, 2019; Lake, 2010, 2013; Love, 2012; Rose, 2010; Rugg, 1963; Schubert, 1975, 2005, 2009, 2009b, 2010). She pushes the boundaries of traditional dissertation research not only in forms of inquiry (speculative memoir) but also in modes of expression and representation by including songs she has composed and an artwork co-created with her family. Six meanings have emerged from this dissertation inquiry. Standardization, cult of efficiency (Callahan, 1962), and high-stakes testing (Au, 2009, 2013 & 2015) perpetuate machines of power and control (Au 2009; Freire, 1970/2008), produce docile bodies (Foucault, 1995), and subtract schooling (Valenzuela, 1999; Schubert, 2009). Arts and music shackle test-centric curriculum (Eisner, 1979, 2002; Greene, 1995, 2001), liberate from the chains of machines of power and control (West, 2008; Kohn, 2004/2012; Horton, Kohl, & Kohl, 1998), release imagination (Greene, 1995; Rugg, 1963), cultivate creativity (Greene, 1995 & 2001), and inspire potentiality (Eisner, 1994, 2002 & 2003). Building courage to fight against machines of power and control to sustain freedom and agency, teachers need to dismantle dominant narratives (what is tested is valued, and what is not tested is devalued), resist teacher bashing and teacher deskilling (Nunez, 2015), thrive in living in-between tensions, and voluntarily exile (He, 2010) to teach towards freedom (Ayers, 2004) with students’ best interest and wellbeing at heart. To thrive as an arts teacher in the contested public-school space, one needs to cultivate inner self and inspire “optimism over despair” (Chomsky, 2017), love over hatred (Darder, 2017), and possibilities over impossibilities (Ayers, 2016; He 2021). Transgressing traditional research by composing a speculative memoir integrated with music and arts is an act of creative resistance against the machines of power and control (Schubert, 1991; Ledoux, 2006; Schalk, 2018; Angelou, 1969/2015). There is an increasing need to create inspiring learning environments (He, Schultz & Schubert, 2015) where students, teachers, parents, administrators, and policy makers work together to develop a curriculum of imagination where all students have equal opportunities to dive into their immensurable creativity and reach their highest potential (Siddle-Walker, 1996).

Author: Amanda Gonzales, Georgia Southern University

John Dewey is also referred to in the following presentation:

Adult Numeracy in the Digital Era

Fri, May 5, 8:00 to 9:30am CDT (2:00 to 3:30pm BST), SIG Virtual Rooms, Adult Literacy and Adult Education SIG Virtual Session Room


Objectives: Numeracy and digital literacy are essential to the pursuit of meaningful educational and career opportunities for adults, yet far too many adults lack basic numeracy and digital literacy skills. Adult Numeracy in the Digital Era (ANDE) is a five-year IES-funded project that aims to develop and evaluate an innovative, technology-enabled course designed to improving adult numeracy and digital literacy. The intervention leverages adaptive technologies to address learning gaps, supports the development of digital literacy and digital numeracy, integrates supports for English Language Learners, and incorporates routines that promote academic mindsets and habits of mind.
Theoretical framework: The design of the intervention is grounded in adult learning theories (Condelli, 2006), notably andragogy (Knowles, 1980), experiential learning (Kolb, 1984), transformative learning (Mezirow, 1997), and project-based learning (Dewey, 1938/1997; Larmer & Mergendoller 2010). These frameworks emphasize the relevance of curriculum; active learning; problem-solving and knowledge application; and opportunities for self-direction and reflection. We also draw upon research on teaching for mathematical understanding and the development of mathematical practices (Bransford et al., 2000), emphasizing productive struggle with challenging problems (Schmidt & Bjork, 1992); making conceptual connections explicit (Hiebert & Grouws, 2007); deliberate as opposed to routine practice (Ericsson, 2008; Pashler et al., 2007); opportunities for rich mathematical discourse (Moschkovich, 2007); and the role of collaborative learning in promoting mathematical sense-making (Esmonde & Langer-Osuna, 2013; Webb, 2009). Additionally, the integration of supports for digital literacy draws upon the concept of digital numeracy (Gal et al, 2020), which posits that digital literacy should encompass the knowledge needed to critically consume, interpret, and represent digital information (especially quantitative information).
Course curriculum and design. The intervention consists of a 10-week course, implemented in online or blended formats, and corresponding professional development. The course provides a personalized and adaptive learning experience, designed with applied contexts relevant to adult learners, and integrates video-conferencing to support collaboration. It also includes interventions targeting academic mindsets and habits that promote engagement and persistence as well as supports for ELL. The course focuses on the core mathematics of the middle grades levels (NRS EFLs 3 and 4). Digital literacy is incorporated in three ways. First, to support learners at the most basic levels, the Northstar basic digital skills assessment and learning modules are integrated into the course. Second, the course platform provides learners with in-context and just-in-time scaffolds for using the platform. Third, the curriculum includes tasks that require and provide support for the use of digital technologies with quantitative information, such as making sense of, analyzing, and representing quantitative data in different ways (e.g., using spreadsheets).
Significance: The rapidly growing adoption of technology in adult education is occurring with limited understanding of adults’ needs, preferences, and ability to use technology for learning. The project will provide valuable insight into how to design online and hybrid mathematical learning experiences to engage adult learners and promote mathematics learning and digital literacy development, as well as whether and how adult learners engage in and learn from technologies such as adaptive learning and online collaboration tools.


I hope you enjoy the AERA virtual conference and the Dewey Studies SIG presentations and references to John Dewey and I hope that this was a useful notification.

Kind regards, Alison Taysum Dewey Studies SIG Communications Officer   

Invitation to Dewey Studies SIG Proposals Submission

With the final submission deadline changed to August 14, there is still an opportunity for you to send in your AERA Dewey Studies SIG proposals.  I  encourage you to submit papers to the SIG and join the global conversation that the Virtual 2021 AERA conference will be.The number of paper and session allocations that our SIG will receive for the 2021 Annual Meeting is based on the total number of submissions received during the Call for Submissions. This is a great opportunity to invite new people into the Dewey Studies SIG.  Please share this invitation with students and colleagues.

Kind regards

Margaret Macintyre Latta ,Ph.D. (she, her, hers)
Professor and Director, Okanagan School of Education
The University of British Columbia | Okanagan Campus | Syilx Okanagan Nation Territory
3139 EME Building, 3333 University Way| Kelowna BC | V1V 1V7 CanadaPhone: 250 807 8119
Email: margaret.macintyre.latta@ubc.caWebsite: Margaret Macintyre Latta 

Invitation to Dewey Studies SIG Events

You are invited to the Dewey Studies SIG Meeting on Saturday, April 18th, 6:15-7:45pm at the InterContinental, Third Floor, Union Square. Everyone is invited. So, definitely INVITE colleagues and students to come with you.  Following a very brief Business Meeting, Conversation and refreshments will conclude the evening. See attached invitation.

Also, Make Note of the following Dewey Studies SIG sessions throughout AERA:

Sat., April 18, 2020, 10:35am to 12:05pm

Multi-Paper Session: Deweyan Knowledge-Building Discourses

InterContinental, Fourth Floor, Laurel Hill

Discussant: Jim Garrison, Virginia Polytechnic Institute and State University

Chair: Adam Attwood, Austin Peay State University

1.Imagining Dewey: Artful Works and Dialogue about Art as ExperiencePatricia L. Maarhuis & A. G. Rud, Washington State University

2.John Dewey & Academic Freedom: From the Freedom of Speech to the Freedom of CommunicationNicolas Jordan Tanchuk, Iowa State University

3.John Dewey on Democracy and Education in the Early WorksLeonard J. Waks, Hongzhou Normal University

4.West Coast Principals’ Perspectives on the Relevance of Dewey's Early Educational Values, Chetanath Gautam, Delaware State University, Michael E. Hess Charles Lowery, Ohio University

Sun. April 19, 2020,12:25 to 1:55 pm.

Multi-Paper Session: The lived Terms of Dewey’s Pedagogical Thinking

InterContinental, Third Floor, Union Square

Discussant: William Gaudelli, Lehigh University
Chair: Laura Jewett, The University of Texas Rio Grande Valley

1.Cultivating Scholar-Practitioner Identities: Exploring Dewey’s Conceptualisation of the Reflective Thinker through Teacher Education, Sabre Lynn Cherkowski, Catherine Broom, Kyle Hamilton, Darlene Loland, Jody Dlouhy-Nelson, Karen Ragoonaden, & Leslie Shayer, UBC Okanagan

2.Dewey, Pedagogy, and PsychagogyDavid T. Hansen, Teachers College, Columbia University

3.Reconstructing and Reorganizing the Experience of Being a Teacher Educator: (Re)Creating a Living PhilosophyCarol R. Rodgers, University at Albany-SUNY, Claire Stanley, Antioch University-New England, Beverly Burkett, Marlboro College, Leslie Mara TurpinSean Conley, & Marti Anderson, SIT Graduate Institute

4.Unpacking Dewey’s Educative Experience as a Guide for 21st Century TeachersSteven Wojcikiewicz, Learning Policy Institute

Mon., April 20, 2020,10:35am to 12:05pm.

Roundtable: Seeking Dewey’s Relevance

Moscone Center, Exhibition Level, North Building,Rm 25
Chetanath Gautam, Delaware State University

1.A ‘Didaktik' Approach to 'Bildung' Citizenship Through ExperienceBob Coulter, Missouri Botanical Garde

2.Living Well in Community: Using Dewey to Reveal Critical Attributes of a Community-Based Internship ProgramAlan Scott Tinkler & Barri E. Tinkler, Missouri State University

3.Rethinking Dewey for Clinical Experience-Based Teacher EducationJiwon Kim, Monmouth University

4.Educating the Public: Dewey and Arendt's Model and the Crisis of Chinese Education, Daoyong Ding, Beijing Normal University

5.The Inseparable Role of Education in a Democratic Society: Reconsidering Dewey’s Democratic Ideals, Patrick M. Jenlink, Stephen F. Austin State University

6.Why Do We Still Need John Dewey in the 21st Century? Revisiting Dewey’s Academic Influence in China and Beyond, Zhengmei Peng & Gang Zhu, East China Normal University


Screen Shot 2020-01-15 at 6.54.53 PM


Invitation from Program Chair

Wed, Jan 8, 2020 at 1:32 PM 
dear dewey sig members and all deweyan-interested scholars:
Happy New Decade to All!
at aera 2020 in april the dewey sig needs your active participation. the formal business meeting will be brief, and followed by an opportunity to showcase early career scholars and graduate students three-minute accounts of their particular deweyan commitments, opening into a collective conversation.  see the invitation attached and circulate to all interested groups and individuals.  and, please plan to attend and participate yourself.  the three-minute accounts will offer groundwork for envisioning the next decade together.
Thank you for your efforts.
Margaret Macintyre Latta (Dewey Studies SIG, Program Chair)

Margaret Macintyre Latta , Ph.D. (she, her, hers)

Professor and Director, Okanagan School of Education
The University of British Columbia | Okanagan Campus | Syilx Okanagan Nation Territory
3139 EME Building, 3333 University Way| Kelowna BC | V1V 1V7 Canada
Phone: 250 807 8119
Website: Margaret Macintyre Latta  <>




You are cordially invited to the Dewey Studies SIG presentation and Business meeting at San Francisco, AERA 2020 (April 17-21).