ABSTRACT
Moravian College's Master of Education program in curriculum and instruction is designed to engage practitioners in action research inquiries. In the American public school system supported technical rational activities such as frequent testing, school choice, and educational privatization. The construction of Comenian third spaces for action research in graduate teacher education offers a clear alternative path toward universal education, while once again politely declining Harvard's offer. What is needed most in colleges and universities in support of the Comenian value of universal basic education is the replacement of a transmission model with action research inquiries. To inquire within graduate education third spaces, it's necessary to examine our existing worldviews and previously held beliefs through an exploration of critical pedagogies that challenge the dominant neoliberal view implicit in American education policy. Moravian College, the very first to educate women in the American colonies, and today a growing, private liberal arts university, embraces technology that supports inquiry rather than simply knowledge transmission.
