Bibliography: Democracy (page 485 of 605)

This annotated bibliography is compiled and customized for the I'm with Jill website.  Some of the authors featured on this page include Robert A. Davis, Richard F. Elmore, Lynnette B. Erickson, Diane Reay, Max Benavidez, Susan Crawford Sullivan, Serina Cinnamon Morrison, Robert W. Glover, Henry A. Giroux, and Pamela Jane Gordon.

Giroux, Henry A. (2011). Education and the Crisis of Public Values: Challenging the Assault on Teachers, Students, and Public Education. Counterpoints: Studies in the Postmodern Theory of Education. Volume 400, Peter Lang New York. "Education and the Crisis of Public Values" examines American society's shift away from democratic public values, the ensuing move toward a market-driven mode of education, and the last decade's growing social disinvestment in youth. The book discusses the number of ways that the ideal of public education as a democratic public sphere has been under siege, including full-fledged attacks by corporate interests on public school teachers, schools of education, and teacher unions. It also reveals how a business culture cloaked in the guise of generosity and reform has supported a charter school movement that aims to dismantle public schools in favor of a corporate-friendly privatized system. The book encourages educators to become public intellectuals, willing to engage in creating a formative culture of learning that can nurture the ability to defend public and higher education as a general good–one crucial to sustaining a critical citizenry and a democratic society.   [More]  Descriptors: Schools of Education, Charter Schools, Democracy, Public School Teachers

Gordon, Pamela Jane (2011). Building Voice, Taking Action: Experiences of Youth from a Civic Focused School, ProQuest LLC. This project builds on existing literature which argues that schools, given their broad reaching influence, can serve as central institutions to help encourage and sustain civic engagement (Bixby & Pace, 2008; Branson, 2001; CIRCLE, 2003; Gutmann, 1987; Putnam, 2000; Flanagan & Faison, 2001; Galston, 2003; Atkins & Hart, 2002; Torney-Purta, 2002a). The experiences that youth have in their primary and secondary schooling, including participating in organizations with strong civic practices, can have lasting effects on students' civic identity (Youniss, McLellan, & Yates, 1997). If we hope to influence young people's civic engagement, schools are a potentially powerful part of the equation. There are schools that commit to civic education across the curriculum, quality civics instruction, opportunities for action, and authentic youth decision-making opportunities (Gordon, 2007; McQuillan, 2005; Berman, 2003; Smith, 2003; Wood, 2005; Mosher et al. 1994). My study considers promising theory about whole-school civic reform and investigates the student experience in one exemplar school.   My study explores how students and alumni who attend(ed) a school that intentionally and deliberately fosters democratic citizenship describe their civic experiences, roles, identities, and responsibilities. In this qualitative study, I invite current and former students from an urban public charter school into a conversation about whole-school civic practices. Interviews suggest that when youth engage in political activity as part of a school program, they begin to develop a civic identity and learn skills and knowledge that help them to act as democratic citizens. Participants used newly learned political skills both inside and outside of school with varying degrees of success or influence. Ultimately, they believed citizenship was grounded in a commitment to community and an appreciation of basic constitutional rights and democratic principles. Participants defined public engagement as political action. They articulated a sense of efficacy and the belief that they can be politically active. The actions they took through school experiences and the beliefs those experiences gave them are likely to inspire them to be politically active in the future. Few schools focus on political action. This school does, and according to participants, has a curricula and structures in place that are successful.   [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/dissertations/individuals.shtml.%5D   [More]  Descriptors: Charter Schools, Urban Schools, Citizenship Education, Civics

Benavidez, Max (2011). Symbolic Violence and Diversity in the Digital Age: The Genesis of a New Lexicon, ProQuest LLC. This dissertation examines the nexus of communication, diversity, and policy setting in major institutions–higher education, the media, and government–in an historical era when the Internet, social networks, mobile devices, and other forms of digital media define the times. The ultimate aim is to develop a new, conditional lexicon that provides a meaningful, original, and creative form of discourse for moving forward the concept and practice of diversity in the social sites, spaces, and realms that we inhabit. Higher education is central here for the simple reason that this social domain creates, distributes, and maintains cultural and economic capital and is the most vital site in the ongoing competition for upward social mobility. After foregrounding the central issues on many levels: personal, institutional, and political, the dissertation charts a path toward a new lexicon or terminology to refer to diversity and a fresh philosophical ground upon which to base the overall case for diversity. This approach is founded on the idea that we can re-contextualize the communication of power since by its very nature it is arbitrary. The dissertation proposes a new mode of articulation regarding the communication of diversity by adapting the theoretical concepts of symbolic violence, symbolic politics, and framing with the science of implicit social cognition (ISC), and the legal methodology known as behavioral realism. By combining symbolic violence and its durable effects with ISC and re-contextualizing the communication of power, the dissertation outlines a course toward a new lexicon. Finally, by bringing together philosophic principles with practical guiding steps as instructions for the lexicon's formation and communications reference points as tools to deliver and disseminate the lexicon to the public arena, the dissertation proposes the new lexicon's provisional structural configuration. As result, the expression "fair measures" is selected and adopted as a new framing mechanism to replace affirmative action and other similar phrases in the quiver of the argument in favor of diversity. The dissertation concludes by identifying policy and research implications of the theoretical analysis presented here within the context and requirements of maintaining and energizing the evolutionary drive of a robust democratic society.   [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/dissertations/individuals.shtml.   [More]  Descriptors: Higher Education, Mass Media, Government Role, Dictionaries

Sullivan, Susan Crawford; Post, Margaret A. (2011). Combining Community-Based Learning and Catholic Social Teaching in Educating for Democratic Citizenship, Journal of Catholic Higher Education. College students are in a key developmental stage for cultivating their civic identities. This article draws on a case example to show how courses focused on educating students for democratic citizenship–courses on leadership, community organizing, social movements, or other related topics–prove to be excellent venues for integrating Catholic Social Teaching (CST) with community-based learning to further students' moral and civic development. Centering on social justice with an emphasis on voice, power, and participation, these courses resonate clearly with key themes found in CST. And, by combining CST with the theory and practice of collective action, students gain a foundation in necessary principles for moral assessment as well as practical experiences that inform and shape their active citizenship beyond the college years.   [More]  Descriptors: Catholic Schools, Church Related Colleges, Higher Education, Democracy

Toth, Shannon Lindsay; Morrison, Serina Cinnamon (2011). The Elephant in the Room: A Conundrum in Democratic Teaching and Learning, Scholar-Practitioner Quarterly. This study reflects an autoethnographic conversation between two graduate students whose purpose is to explore the tensions teachers face in the classroom as they are confronted with the demands of a standards-based curriculum while striving to assert themselves as educators for democratic citizenship. These tensions manifest in the most fundamental ways as a teacher seeks to define her or his role in the classroom, offer authentic and meaningful instruction, comply with increasingly prescriptive standards, and negotiate student resistance. In trying to navigate the demands of a system only concerned with end products and stratification of a citizenry into performers and nonperformers, the authors confront concerns of otherization. The proverbial elephant in the room, then, is how to create teachers capable of successfully navigating the system as it exists by empowering them with the tools to "play ball" while at the same time honoring their higher calling of educating for democratic citizenship.   [More]   [More]  Descriptors: Graduate Students, Tenure, Citizenship, Democracy

Erickson, Lynnette B. (2011). Civic Engagement in Teacher Education: Activities or Obligation?, Teacher Education and Practice. Some might question whether teacher education programs have an obligation to promote or enhance the teaching of civic responsibility and engagement, especially if they believe that the primary purpose of education is to prepare students to enter the workforce or be successful as individuals. However, others have a more encompassing view of education and schooling. These people understand that education's central purpose is public and involves educating children and youth to take on the mantle of citizen and assume roles as contributing members of society. While this may include preparation of future adults for employment and competition in a global economy, that outcome emerges as by-product of the greater objective of developing in students the skills necessary to being good citizens. From this perspective, teacher education programs are duty bound to prepare teachers with the insight and expertise to educate students to become responsible citizens. In this article, the author urges teacher educators to promote civic engagement, directly and indirectly, within their courses and throughout their programs to prepare preservice teachers as citizens and model how they can teach their future students in the skills of citizenship and understandings of a democratic society. In other words, as members of an interrelated global society, teacher educators should orient their roles and identities toward being democratic in their teaching practices and toward preparing democratic teachers to meet this central purpose of education.   [More]  Descriptors: Expertise, Preservice Teacher Education, Preservice Teachers, Teacher Education Programs

Sheppard, Shelby; Ashcraft, Catherine; Larson, Bruce E. (2011). Controversy, Citizenship, and Counterpublics: Developing Democratic Habits of Mind, Ethics and Education. A wealth of research suggests the importance of classroom discussion of controversial issues for adequately preparing students for participation in democratic life. Teachers, and the larger public, however, still shy away from such discussion. Much of the current research seeking to remedy this state of affairs focuses exclusively on developing knowledge and skills. While important, this ignores significant ways in which students' beliefs about the "concept" or "nature" of controversy itself might affect such discussions and potentially, the sort of citizen that educators are fostering. We argue that examining the concept of "controversy" is central to conducting such discussions and propose a framework of four crucial virtues or habits of mind that can be developed through such an examination. We illustrate how these four habits of mind are essential for establishing classroom "counterpublics" that aim to develop more justice-oriented democratic citizens.   [More]  Descriptors: Discussion (Teaching Technique), Classroom Environment, Controversial Issues (Course Content), Citizenship Education

Glover, Robert W.; Tagliarina, Daniel (2011). Ditching the Script: Moving beyond "Automatic Thinking" in Introductory Political Science Courses, Journal of Political Science Education. Political science is a challenging field, particularly when it comes to undergraduate teaching. If we are to engage in something more than uncritical ideological instruction, it demands from the student a willingness to approach alien political ideas with intellectual generosity. Yet, students within introductory classes often harbor inherited notions of what the ideal political system ought to be. This attachment to the proper meaning of core political ideas may stultify their consideration of alternative formulations of these concepts. In a related vein, recent research within educational and cognitive psychology examines "automatic thinking" as a prevailing dimension of human cognition. In many instances, researchers find that seemingly thoughtful activity actually draws upon long-settled previous learning so routine and scripted that "true" thinking becomes unnecessary. In order to gain new knowledge, as well as a critical and reflexive understanding of oneself and others, recent research in this vein has advocated the value of exposure to ideas and experience that destabilize these understandings. In order to apply these insights in relation to our field this study is an attempt to offer political science educators: (1) a more precise sense of how such "automatic thinking" operates at a cognitive psychological level, (2) descriptive empirical documentation of what preexisting frames are widespread within the American undergraduate community, and (3) a sketch of ways in which educators might confront "automatic thinking" in the classroom.   [More]  Descriptors: Undergraduate Study, Political Science, College Instruction, Introductory Courses

Petchauer, Emery (2011). I Feel What He Was Doin': Responding to Justice-Oriented Teaching through Hip-Hop Aesthetics, Urban Education. This study illustrates a set of learning activities designed from two hip-hop aesthetics and explores their use among a classroom of African American preservice teachers who graduated from urban school districts. Based on the two hip-hop aesthetics of kinetic consumption and autonomy/distance, the specific goal of these learning activities is to enable students to respond to justice-oriented teaching and democratic curriculum. Through an ethnographic and grounded theory approach, this study illustrates that these learning activities are useful for these purposes but that they also create potential barriers to student learning.   [More]  Descriptors: Grounded Theory, Educational Strategies, Preservice Teachers, Urban Schools

Elmore, Richard F., Ed. (2011). I Used to Think… and Now I Think…: Twenty Leading Educators Reflect on the Work of School Reform, Harvard Education Press. This book's title, "I Used to Think… And Now I Think…", is borrowed from an exercise often used at the end of teacher professional development sessions, in which participants write down how what they've learned has changed their thinking. The resulting essays model the ongoing process of reflection and growth among those deeply committed to this work. In this compact volume, Richard F. Elmore invites leading educators at every level of school reform–teachers, administrators, policymakers, school founders, community organizers, union leaders, teacher educators–to share their intimate reflections on the personal experiences and intellectual journeys that have shaped their practice. This book contains the following essays: (1) Arguing for Theory (Jean Anyon); (2) "Metis" and the Metrics of Success (Ernesto J. Cortes Jr.); (3) Passion versus Purpose (Rudy Chew); (4) What Schools Can Do in a Democratic Society (Larry Cuban); (5) Policy Is the Problem, and Other Hard-Won Insights (Richard R. Elmore); (6) From Progressive Education to Educational Pluralism (Howard Gardner); (7) Five Years Is Not Enough (Beverly L. Hall); (8) Reflections on Inclusion (Thomas Hehir); (9) Ideas Have Sharper Edges than Real Phenomena (Jeffrey R. Henig); (10) You Say "Expert", I Say… Not so Much (Frederick M. Hess); (11) Hope in the Possible (Deborah Jewell-Sherman); (12) Rethinking Union's Roles in Education Reform (Brad Jupp); (13) Whoever Wanted a Standardized Child Anyway? (Dennis Littky); (14) Rethinking Trust (Deborah Meier); (15) "School Reform" Is Not Enough (Ron Miller); (16) Critical Hope, in Spite of It All (Sonia Nieto); (17) Turning Around on Turnarounds (Charles M. Payne); (18) Against the Grain (Larry Rosenstock); (19) High-Stakes Progressive Teacher Unionism (Mark Simon); and (20) Musings (Marshall S. Smith). An introduction by Richard F. Elmore is included.   [More]  Descriptors: School Restructuring, Democracy, Unions, Educational Change

Davis, Robert A. (2011). Mother-Child Relations and the Discourse of Maternity, Ethics and Education. In the critical assessment of the rise of what Jameson has termed the modern centred subject…the lived experience of individual consciousness as a monadic and autonomous centre of activity, significant attention has been devoted to the impact of the institutions of the late eighteenth century "bourgeois cultural revolution" such as the family and the school. Less consideration has been given in this history of regulated subjectivity to the emergence within key centres of cultural production of the discourse of maternity and its lasting consequences for the understanding and representation of the mother-child bond as a matrix of both affectional relations and infant development. The late eighteenth century reconfiguration of the family as, in Jameson's words a private space within the nascent public sphere of bourgeois society intensified the "separation of the spheres" begun in the early modern period and further formalised the zoning of the domestic experience as the defining site of emotional specialisation and individual growth. In the culture of early romanticism, this differentiation of domestic roles elevated children as the primary objects of a new regime of intergenerational care, replacing disciplinary control with intimate nurture and valorising a particular construction of motherhood as the ethical base of domestic piety and social stability beyond even the semantic reach of reason. Understanding the cultural processes by which this important ideological shift reshaped the paradigm of parent-child relations in industrial society–radiating beyond the realm of the family into the wider systems of childcare and education–enables us better to discern its continuing influence on perceptions of family life and motherhood today and to critically evaluate its potential contribution to changing conceptions of the place of the family in contemporary democratic society.   [More]  Descriptors: Mothers, Democracy, Family Environment, Parent Child Relationship

Wedin, Asa (2008). Literacy and Power–The Cases of Tanzania and Rwanda, International Journal of Educational Development. In this paper it is claimed that the relation between literacy and power is complex. What people do with literacy has effects on power relations but literacy is not democratic "per se". Drawing from two cases from Tanzania and Rwanda it is argued that plans for adult education and literacy education should consider the perspectives of target groups. The use of the notion of literacy practices enables the study of situated literacies and of how people relate to literacy. This gives planners tools to take the views of ordinary members of the public into account which is a prerequisite for literacy plans that claim to have democratic effects.   [More]  Descriptors: Literacy, Power Structure, Literacy Education, Adult Education

Copley, Terence (2008). Non-Indoctrinatory Religious Education in Secular Cultures, Religious Education. This article identifies different types of religious education, as different countries and cultures provide different rationales for the appearance or non-appearance of religion in the curriculum of their public schools. It examines the nature of indoctrination and four principal ways in which indoctrination operates. The possibility of secular indoctrination is identified, along with the extent to which one type of religious education might be conceived as an antidote against it. It concludes that education about religion(s), as one type of religious education, is entirely consistent with democratic education in the public square.   [More]  Descriptors: Democracy, Religion, Religious Education, Religious Factors

Cochran-Smith, Marilyn (2011). Teaching in New Times: What Do Teachers Really Need to Know?, Kappa Delta Pi Record. In these complicated new times, many new teachers begin their careers in urban and other schools with increasingly diverse student populations. And as people know, many new teachers leave those schools–and some leave teaching altogether–after just a few years in the field. In today's world, policy makers, politicians, educational leaders, the general public, and parents expect a great deal from teachers. This article explores what teachers really need to know to teach effectively in these new times when there are extraordinarily high expectations for teachers. In fact, many people around the world now agree that teachers are among the most important, if not the single most important determinant of students' learning, as well as the linchpins in educational reforms of all kinds.   [More]  Descriptors: Educational Change, Educational Needs, Needs Assessment, Pedagogical Content Knowledge

Reay, Diane; Crozier, Gill; James, David (2011). White Middle Class Identities and Urban Schooling. Identity Studies in the Social Sciences, Palgrave Macmillan. This book examines experiences and implications of "against-the-grain" school choices, where white middle class families choose ordinary and "low performing" secondary schools for their children. It offers a unique view of identity formation, taking in matters like family history, locality and whiteness.   [More]  Descriptors: Middle Class, Social Sciences, School Choice, Secondary Schools

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