Bibliography: Democracy (page 488 of 605)

This annotated bibliography is reformatted and customized for the I'm with Jill website.  Some of the authors featured on this page include Katrina Liu, Elvan Yalcinkaya, Rita Turner, Tony Watt, Kyung Eun Jahng, Dave Hill, Marc Kleinknecht, Cristi D. Ford, Ryan Donnelly, and Brit Toven-Lindsey.

Turner, Rita; Donnelly, Ryan (2013). Case Studies in Critical Ecoliteracy: A Curriculum for Analyzing the Social Foundations of Environmental Problems, Educational Studies: Journal of the American Educational Studies Association. This article outlines the features and application of a set of model curriculum materials that utilize eco-democratic principles and humanities-based content to cultivate critical analysis of the cultural foundations of socio-environmental problems. We first describe the goals and components of the materials, then discuss results of their use in two different types of classrooms: an undergraduate humanities seminar at a mid-sized four-year college, and a developmental writing course at a community college.   [More]  Descriptors: Environmental Education, Humanities Instruction, Undergraduate Students, Curriculum Evaluation

Hill, Dave; Lewis, Christine; Maisuria, Alpesh; Yarker, Patrick; Hill, James (2016). Conservative Education Reloaded: Policy, Ideology and Impacts in England, Journal for Critical Education Policy Studies. This article, written in December 2016 following the election in May 2016 of a majority Conservative government, and the election to the leadership of the Labour Party of Jeremy Corbyn, a left-wing social democrat, "Old Labour style socialist", revises and updates substantially a previous article of June 2015 published in this journal (Hill et al, 2015). We set out, in Part One, empirical data about the current stage of capitalism, the Immiseration stage of neo-liberal capitalism in England and highlight its relationship with conservatism and neo-conservatism. We identify increased societal inequalities, the assault by the capitalist State on its opponents such as local councils and trade unions. In Parts Two, and Three we describe and analyse what, respectively, neoliberalism and neo-conservatism have done and are doing to education in England–in the schools, further education, and university sectors, and the continuity with policies of previous Conservative and Conservative-Liberal Democrat Coalition governments. In Part Four, we present three testimonies about the impacts of neo-liberalism/ neo-conservatism, two from the school sector, one from the further/ vocational education sector, and briefly signal areas and forms of resistance. [For "Neoliberal and Neoconservative Immiseration Capitalism in England: Policies and Impacts on Society and on Education," see EJ1082139.]   [More]  Descriptors: Educational Policy, Political Attitudes, Neoliberalism, Foreign Countries

Rhoads, Robert A.; Berdan,, Jennifer; Toven-Lindsey, Brit (2013). The Open Courseware Movement in Higher Education: Unmasking Power and Raising Questions about the Movement's Democratic Potential, Educational Theory. In this essay Robert Rhoads, Jennifer Berdan, and Brit Toven-Lindsey examine some of the key literature related to the open courseware (OCW) movement (including the emergence and expansion of massive open online courses, or MOOCs), focusing particular attention on the movement's democratic potential. The discussion is organized around three central problems, all relating in some manner or form to issues of power: the problem of epistemology, the problem of pedagogy, and the problem of hegemony. More specifically, the authors raise issues related to the narrow notion of knowledge typically conveyed in the OCW movement, a limited understanding of what constitutes empowering pedagogy, and the lack of treatment of inequities associated with the production of courseware materials. The authors go on to argue that the lack of critical analysis of the OCW movement is tied to its relative alignment with educational reforms driven by neoliberal ideology and that such alignment serves to limit the movement's democratic possibilities.   [More]  Descriptors: Open Universities, Courseware, Neoliberalism, Ideology

Dakich, Eva; Watt, Tony; Hooley, Neil (2016). Reconciling Mixed Methods Approaches with a Community Narrative Model for Educational Research Involving Aboriginal and Torres Strait Islander Families, Review of Education, Pedagogy & Cultural Studies. Researching the education of Aboriginal and Torres Strait Islander children in Australian schools is an exceedingly difficult and uncompromising task. Working respectfully with local Aboriginal and Torres Strait Islander communities must remain top priority with any research project regarding Aboriginal and Torres Strait Islander viewpoints of culture, knowledge, teaching, and learning and the purposes of schooling. In many cases, such viewpoints will be congruent with those of the school, but in others, there may be significant differences. All researchers, whether Aboriginal and Torres Strait Islander or non-Aboriginal and Torres Strait Islander, need to have a respectful understanding of local perspectives, values, and community interests and carefully negotiate the direction of research and the appropriate methodologies to pursue. A democratic and equitable society must establish ways of recognizing and respecting Indigenous history, language and customs in all appropriate social institutions and procedures to provide cultural identification and sustainability. In considering these principals, the work of two Aboriginal and Torres Strait Islander Australian scholars, Nakata and Radoll, has been drawn upon in constructing a research framework. Martin Nakata has developed the concept of the cultural interface where he describes this "contested space between two knowledge systems" (Nakata 2007) as being not clearly Aboriginal and Torres Strait Islander or non-Aboriginal and Torres Strait Islander. This could be described as a "liminal" (Turner 1967) consciousness as understandings become more variable and are challenged and questioned by changing circumstances. Radoll (2012) proposes that "there is a commonality between Aboriginal pedagogy and Information and Communication Technologies (ICTs), which teachers can explore in the classroom" and goes on to argue that teachers can use ICT to "ensure that Aboriginal and Torres Strait Islander students move towards a student- centric, teacher guided learning environment in which the student takes primary responsibility for their own learning and educational outcomes." While the emphasis of this article concerns approaches to research when working with Aboriginal and Torres Strait Islander communities in Australia, the project itself has specific layers of complexity concerning education and schooling, approaches to teaching and learning and the incorporation of electronic tablet devices across curriculum. Three research questions formed the basis of this study: (1) What is the relationship between educational and cultural factors that impact on literacy and engagement for Aboriginal and Torres Strait Islander children in regular classrooms? (2) How does the introduction of information and communications technologies (ICTs) into classrooms impact on the literacy and engagement of Aboriginal and Torres Strait Islander children in regular classrooms? (3) How does altering the matrix of educational and cultural factors for Aboriginal and Torres Strait Islander children in regular classrooms impact on new understandings of literacy and engagement by Aboriginal and Torres Strait Islander children, parents and community? Recent work conducted in Australia that illustrates many of the principles described in this article can be applied at the university level. Kutay et al. (2012) outline their "Indigenous On-Line Cultural Teaching and Sharing" project that is developing a "web repository of narratives from Aboriginal community Elders, Aboriginal students and staff at the University of Sydney," so that such narratives can then be "embedded in relevant scenarios within online, single-user interactive games to teach about kinship." It is intended that the materials will support "different professional learning contexts such as law, social policy, health and education." Enabling different worldviews to co-exist around the big ideas and contestations of the day is a major contribution to social progress that formal education pursues and one that must include Indigenous culture and knowledge. Looked at in this way, Indigenous identity becomes a crucial factor in comprehending Australia itself and knowledge production. Although there may be differences in conceptualizing time, space, and origins, these do not prevent counterviews entering perhaps tentatively into a harmonious relationship and establishing the basis of new knowledge, values, and satisfaction.   [More]  Descriptors: Mixed Methods Research, Pacific Islanders, Ethnic Groups, Democracy

Masaiti, Gift; Shen, Hong (2013). Cost Sharing in Zambia's Public Universities: Prospects and Challenges, European Journal of Educational Research. This research paper explores the concept of "cost sharing" which became more prominent in Zambia education with the advent of democratic form of governance in 1991. As a way of responding to the ever diminishing tax revenues, government through the education policy of 1996, allowed higher education institutions including public universities to introduce cost sharing as way of improving financial vibrancy, accountability and cost effectiveness. This paper therefore, uses students' perceptions to examine the cost sharing policy which has now been existence for almost two decades. More specifically, it explores underlying factors which can make cost sharing more effective and sustainable. Recent studies show that the impact of the cost sharing has been modest, though still remains one viable and cost effective way of financing public universities. In exploring these prospects and challenges, a self administered questionnaire based on convenient sampling was used to collect data from 729 respondents in Zambia's three biggest public universities. Data was subjected to Analysis of Variance (ANOVA) and Exploratory Fac tor Analyses. The findings revealed that the current cost sharing policy was appropriate but lacked the government support in its implementation. The study further highlighted the need for re-engineering the current policy by providing details on the implementation process. The study highly recommends that a true cost-sharing model be implemented in an effort towards making public universities more effective and sustainable.   [More]  Descriptors: Foreign Countries, Costs, State Universities, Governance

Yalcinkaya, Elvan (2013). The Effects of Performance Assessment Approach on Democratic Attitude of Students, Educational Research and Reviews. The aim of the research is to analyze the effects of performance assessment approach on democratic attitude of students. The research model is an experimental design with pretest-posttest control groups. Both quantitative and qualitative techniques are used for gathering of data in this research. 46 students participated in this research, with 23 of them in the control group and the remaining 23 in the test group. "Democratic Attitude Scale" is used as data collection tool. In the control group, economy and social life unit is studied with book based approach. In the experiment group, some activities are conducted, using performance assessment approach. The result of the research shows there is significant difference between the two approaches, and is in favor of the experimental group on which performance assessment approach is applied.   [More]  Descriptors: Foreign Countries, Democracy, Democratic Values, Social Studies

Kellner, Douglas (2013). Media Spectacle, Insurrection and the Crisis of Neoliberalism from the Arab Uprisings to Occupy Everywhere!, International Studies in Sociology of Education. I argue that 2011 witnessed a series of challenges to neoliberalism on a global scale perhaps not seen since the political upheavals of 1968, and that media spectacle provided the form of a series of global insurgences from the North African Arab Uprisings to the Occupy movements. Crises of neoliberalism also generated movements in Italy, Spain, Greece and other European movements that utilised strategies of the Arab Uprisings and provided global media spectacles of popular struggle and insurrection. In fall 2011, Occupy Wall Street adapted these tactics to symbolically attack the citadel of neoliberalism and the Occupy movement provided a democratic response to crises of capitalism and neoliberalism that have resulted in global economic crisis since 2008. The Occupy Wall Street movement in turn generated Occupy movements throughout the world under the slogan of Occupy Everywhere!   [More]  Descriptors: Neoliberalism, Foreign Countries, Activism, Global Approach

Arslan, Seyfettin (2016). Perceptions of 8th Grade Students in Middle School towards Citizenship Values, Journal of Education and Learning. The principal aim of this study is to highlight how students in 8th grade of middle school perceive the principal concepts present in Citizenship Education (lessons), namely the values of: citizenship, (personal) rights, responsibility, the state, the law, military service, the right to education, the right to vote and participate in the political process, equality and freedom. The study was conducted using a phenomenological research model/design which is a type of qualitative research method. The participants in the study comprised of students receiving education at middle school level. While the sample group consisted of a total of 6 students, 3 of which were female and 3 of which were male selected using a purposeful sampling method. As a data collection tool, a partially-completed interview form was used prepared in accordance with the aims of the study. The data obtained from these interviews with the participants were then analyzed and interpreted following the steps prescribed in the phenomenological design model. On examining the results of the study, it was observed that both male and female students held similar views with regard to concepts of citizenship which corresponded to various perspectives formed in accordance with their own semantic worlds/interpretations of meaning. Their general perceptions towards the key concepts, were seen to correspond to the learning objectives that the school aimed/intended to teach.   [More]  Descriptors: Foreign Countries, Student Attitudes, Middle School Students, Grade 8

Liu, Katrina; Miller, Richard; Jahng, Kyung Eun (2016). Participatory Media for Teacher Professional Development: Toward a Self-Sustainable and Democratic Community of Practice, Educational Review. Financial and political pressures on the compulsory education teacher corps in the United States, as well as US higher education, demands a new approach to teacher professional development that shifts the focus away from repeated short-term university-based teacher professional development programmes and toward the nurturing of self-organized and self-sustaining teacher professional development communities of practice. The authors draw on six years of experience providing area studies teacher professional development to multiple cohorts of in-service and pre-service teachers in a hybrid environment to demonstrate a replicable approach to assisting teachers in building an evolving network of professionals in a self-sustaining, democratic community that can assist in the development of voice, agency, and capital for the participants.   [More]  Descriptors: Faculty Development, Communities of Practice, Higher Education, Sustainability

Ndimande, Bekisizwe S. (2013). From Bantu Education to the Fight for Socially Just Education, Equity & Excellence in Education. This article illustrates the transition from Bantu Education to social justice education in South Africa. I argue that education reform in post-apartheid South Africa has made important changes during this transition, although inequalities persist. Large disparities in resources between black township (still segregated) and formerly white (now desegregated) schools remain. There is also discrimination in formerly white schools, and curricula remain unrepresentative of black ethnic groups' cultures and epistemologies. The findings show that marginalized parents fight relentlessly to achieve social justice in education for their children. I conclude that parents' decisions to fight for socially just education also come with a price.   [More]  Descriptors: Social Justice, Educational Change, Activism, Social Studies

Wilson, Kristin Bailey; Ford, Cristi D. (2016). Moberly Junior College, the Four-Year Junior College, History of Education. In Leonard Koos's book, "The Junior-College Movement", he described the establishment of a junior college in an American public school district as the "culmination of the local school system", alluding to the prestige associated with having a junior college in a community. The best-known example of this arrangement was in Pasadena, California where the combined high school and college operated for 27 years. Less well known is the four-year junior college in central Missouri called Moberly Junior College (MJC). MJC operated as a combined high school and college for 36 years from the autumn of 1931 to the autumn of 1967, the longest running four-year junior college in the United States. This case study of the college examines how the seamless transition between high school and college was accomplished, and what changes in the institution and the educational environment led to the eventual dissolution of the four-year junior college.   [More]  Descriptors: Two Year Colleges, High Schools, Case Studies, College Bound Students

Siatras, Anastasios; Koumaras, Panagiotis (2013). Science Education as Public and Social Wealth: The Notion of Citizenship from a European Perspective, Online Submission. In this paper, (a) we present a framework for developing a science content (i.e., science concepts, scientific methods, scientific mindset, and problem-solving strategies for socio-scientific issues) used to design the new Cypriot science curriculum aiming at ensuring a democratic and human society, (b) we use the previous framework to explore the citizenship notion which is cultivated by the science curriculum content of the primary education (grades 5 and 6) of two European countries: Cyprus and Greece. The analysis focuses on two science topics: (a) Health and human body, and (b) Natural environment. The results of this analysis highlight features that outline two different kinds of citizenship. On one hand, the cultivation of the citizenship in the Greek science curriculum is based on the knowledge acquisition by students, mainly related to science concepts. The Greek science curriculum promotes the idea that citizenship education is strengthened when science education focuses on the acquisition of knowledge concerning the "academic world" of science in order for the students to be able to decide on various socio-scientific issues. On the other hand, the Cypriot science curriculum promotes the notion of citizenship based on the cultivation of knowledge, competencies, and mindset that can contribute to the improvement of children's everyday lives. In this direction, students are strengthened socio-politically to reshape our society towards social justice and equity. We support the latter notion of citizenship and argue that the "scientific literacy for all" movement can radically overthrow the social obstacles that prevent us from moving towards a democratic and human society.   [More]  Descriptors: Foreign Countries, Science Education, Science Curriculum, Democracy

Semela, Tesfaye; Bohl, Thorsten; Kleinknecht, Marc (2013). Civic Education in Ethiopian Schools: Adopted Paradigms, Instructional Technology, and Democratic Citizenship in a Multicultural Context, International Journal of Educational Development. After nearly two decades of military dictatorship, democratic civic education has been integrated into the Ethiopian school curriculum. This paper examines the policy-practice concordance in implementing the civic education curriculum based on empirical evidence generated on the philosophical underpinnings, curricular contents, pedagogical approaches, and the role of instructional technology. Data were gathered through a questionnaire survey on 179 randomly selected high school students, key informant teachers, and content analysis of students' textbooks, teachers' guides, and official policy documents. The findings reveal that the existing civic and ethical education curriculum is eclectic in its character blending the minimal interpretation of democratic civic education with the inclusive conception of ethno-cultural diversity relevant to multicultural societies. Nevertheless, the manner in which the TV-instruction is used in classrooms is found to hinder interactive learning that is instrumental to nurture democratic and active citizens.   [More]  Descriptors: Educational Technology, Cultural Pluralism, Teaching Methods, Content Analysis

DiMartino, Catherine; Scott, Janelle (2013). Private Sector Contracting and Democratic Accountability, Educational Policy. Public officials are increasingly contracting with the private sector for a range of educational services. With much of the focus on private sector accountability on cost-effectiveness and student performance, less attention has been given to shifts in democratic accountability. Drawing on data from the state of New York, one of the most active contracting contexts, the authors examine how contracting poses challenges to democratic accountability and provide suggestions for how policy makers engaging with private sector providers might better attend to the broader public purposes of schooling.   [More]  Descriptors: Accountability, Public Officials, Democracy, Educational Policy

Roffey, Sue; McCarthy, Florence (2013). Circle Solutions, a Philosophy and Pedagogy for Learning Positive Relationships: What Promotes and Inhibits Sustainable Outcomes?, International Journal of Emotional Education. Educators are increasingly aware that the efficacy of social and emotional learning (SEL) is dependent on implementation factors, not just program content. These include the philosophy underpinning an intervention, the beliefs as well as the skills of facilitators, and the classroom/whole school context in which the intervention takes place. This article outlines the philosophy and pedagogy of Circle Solutions and presents findings from research where 18 undergraduate students supported and developed "Circle Time" in 8 Greater Western Sydney primary schools for a university module on community service. The study indicates that when there is full teacher participation within the principles of the Circle philosophy, together with active school support that promotes relational values, the learning outcomes for positive relationship building are more sustainable.   [More]  Descriptors: Educational Philosophy, Teaching Methods, Outcomes of Education, Social Development

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