Bibliography: Democracy (page 500 of 605)

This annotated bibliography is curated specifically for the I'm with Jill website.  Some of the authors featured on this page include Narcie Kelly, Demet Seban, Lauren Hoffman, Steven Jay Gross, Mark Noe, Robert Lawy, Vance Scott Martin, Henry A. Giroux, M. Fernanda Astiz, and Azadeh F. Osanloo.

Kelly, Deirdre M. (2011). The Public Policy Pedagogy of Corporate and Alternative News Media, Studies in Philosophy and Education. This paper argues for seeing in-depth news coverage of political, social, and economic issues as "public policy pedagogy." To develop my argument, I draw on Nancy Fraser's democratic theory, which attends to social differences and does not assume that unity is a starting point or an end goal of public dialogue. Alongside the formation of "subaltern counterpublics" (Fraser), alternative media outlets sometimes develop. There, members of alternative publics debate their interests and strategize about how to be heard in wider, mass-mediated public arenas. I address the normative implications of this non-unitary, multiple-publics model for news journalism, analyzing how current conventions in mainstream news journalism (e.g., "balance" defined as "airing two extremes") can restrict public debate and impoverish the public policy pedagogy on offer. I illustrate my arguments with a case study of media coverage of the creation and implementation of a social justice curriculum in British Columbia, Canada.   [More]  Descriptors: Foreign Countries, Social Justice, Democracy, Mass Media Role

Duncum, Paul (2011). Engaging Public Space: Art Education Pedagogies for Social Justice, Equity & Excellence in Education. Considering social justice to be founded on human rights, which, in turn, are grounded in freedom of thought, expression, and assembly, this essay reviews efforts by art educators to engage with public space as a form of social justice pedagogy. Public space, whether actual or virtual, is understood to be inherently devoted to contestation in the pursuit and protection of human rights. However, today we face a serious contraction of public space. Due to the relentless logic of consumer markets and the visceral fear of physical attack, some have asserted that public space is now dead. In this article, the author points to pedagogies employed to take back physical public space, identified on a continuum that include learning about, learning from, acting within, and acting upon public space. These pedagogies involve: critiquing private, corporate space; engaging in public community and environmental art; and engaging in activist and protest art, including a critique of the public space itself. Additionally, different positions are identified, including descriptive, prescriptive, and proscriptive positions, as well as alternative and oppositional positions. The author then explores the possibilities for taking hold of virtual space and concludes by conceptualizing each of these strategies in terms of residual, dominant, and emergent culture, as well as providing consideration of challenges and possibilities for further activity.   [More]  Descriptors: Social Justice, Intellectual Freedom, Art Education, Urban Environment

Seban, Demet (2011). Teaching Peace through Picture Books in a Third-Grade Classroom, Intercultural Education. In 2000, UNESCO declared a mission for peace named the International Decade for a Culture of Peace and Non-violence for the Children of the World (2001-2010). The "culture of peace" was defined as a set of "values, attitudes and behaviours … that reject violence and endeavour to prevent conflicts by tackling their root causes to solve problems through dialogue and negotiation" (UN Resolutions 1997, 1). In addition, several other world organizations were giving priority to peace education; mass military action against terrorism was taking place in and around the country (Turkey), forcing educators to work toward ensuring that individuals and groups live together harmoniously in a peaceful and democratic society. In this article, the author wanted to portray children's literature as containing powerful material for peace education programs. He also wanted to encourage teachers whose mother tongue is not English to explore books in their native language for teaching about peace. In places where the curriculum is highly structured, and studying different aspects of peace is not included at all class levels, picture books can be selected purposefully by teachers for reading. This will allow teachers to create the space to teach the complex knowledge of peace-keeping, peace-making, and peace-building strategies. Through critical examination of these selected books, children may have a chance to challenge widely accepted stereotypes, values, and perspectives, which they may not have been able to think about elsewhere.   [More]  Descriptors: Childrens Literature, Picture Books, Democracy, Peace

Barney, Timothy (2009). Power Lines: The Rhetoric of Maps as Social Change in the Post-Cold War Landscape, Quarterly Journal of Speech. After the fall of the Berlin Wall and the collapse of state socialism in Eastern and Central Europe, cartographers were faced with choices on how the new post-Cold War political landscape would be mapped. One such group called the Pluto Project had been producing atlases since 1981 with a progressive point of view about the nature of state power in the Cold War. This essay examines two of the Pluto Project's atlases as they function to identify a radical cartographic style that animates the social control of space by subverting traditional cartographic forms and defying scientific expectations and standards.   [More]  Descriptors: Foreign Countries, World History, Social Change, Cartography

Hickman, Heather; Hoffman, Lauren (2011). Language and Leadership, Journal of Cases in Educational Leadership. This case looks at an urban high school and the interaction among teachers and administrators regarding the issue of language use at the school. Specifically, the teacher involved challenges heteronormative language. The case is intended to spark critical self-reflection, reflection of institutional norms, analysis of ways in which the status quo gets perpetuated, discussions of teacher and administrator agency and power, awareness of discourse and discourse analysis as well as policy. Included in the analysis and teaching notes is a recommendation for critical self-reflection to occur prior to studying the case. Also recommended prior to reading the case is the assignment of lenses through which students should approach the case (as a student, as a parent, as a teacher, as a school counselor, as an administrator, etc.). Following study of the case, additional analysis and teaching notes are suggested for engaging students in analysis and discussion of language, critical discourse analysis, critical policy analysis, social structure and faculty agency, and democratic education.   [More]  Descriptors: Democracy, Discourse Analysis, Social Structure, Policy Analysis

Education Commission of the States (NJ3) (2009). Service-Learning: Why It Matters. The Progress of Education Reform. Volume 10, Number 6. The term service-learning is used frequently these days, but confusion remains as to what it is and why it matters. More importantly, are there any measurable benefits? This issue of "The Progress of Education Reform" looks at four research studies that explore the impact of service-learning on student achievement and civic engagement. A list of ECS resources is included.   [More]   [More]  Descriptors: Educational Change, Service Learning, Academic Achievement, Citizen Participation

Siegel, Shepherd (2009). A Meaningful High School Diploma, Phi Delta Kappan. Creating a meaningful high school diploma will expose students to the full range of adult options which will enable them to shape their high school education in a way that connects to their current interests and stimulates the growth of new ones. Fully connecting all students to these four worlds of knowledge will equip them to build one incredible world that is our shared future.   [More]  Descriptors: High Schools, High School Students, Secondary School Curriculum, High School Graduates

De Lissovoy, Noah (2011). Pedagogy in Common: Democratic Education in the Global Era, Educational Philosophy and Theory. In the context of the increasingly transnational organization of society, culture, and communication, this article develops a conceptualization of the global common as a basic condition of interrelation and shared experience, and describes contemporary political efforts to fully democratize this condition. The article demonstrates the implications for curriculum and teaching of this project, describing in particular the importance of fundamentally challenging the interpellation of students as subjects of the nation, and the necessity for new and radically collaborative forms of political and pedagogical authority that can more powerfully realize the imaginative potential of educators and students alike as global democratic actors. In this effort, familiar progressive educational ideas (e.g. the importance of the continuity of the curriculum, and the meaning and purpose of experimentalism) are interrogated and rearticulated. The article concludes with a discussion of the unique ways in which education can contribute to constructing a democratic society in the global era, and how the central aspects of such a pedagogy in common can also suggest essential principles for the organization of social movements in this context.   [More]  Descriptors: Democracy, Politics of Education, Democratic Values, Global Approach

Osanloo, Azadeh F. (2011). Unburying Patriotism: Critical Lessons in Civics and Leadership Ten Years Later, High School Journal. This manuscript provides a historical and pedagogical framework for American educational and sociopolitical responses after national tragedies (e.g., Pearl Harbor, 9/11). Moreover, this research explores the overt xenophobic and ethnocentric tendencies (exacerbated by media forums) after these events, which triggered resurgence in a sort of "trauma-based patriotism" or jingoism. Lastly, the research puts forth pedagogical strategies for teachers and educational leaders based in diversity and multiculturalism that will assist in healing the fractured realities of the 9/11 tragedy and serve to offer a thread of social justice-based continuity in social studies and civic education in the continuing post-9/11 years.   [More]  Descriptors: Patriotism, Political Socialization, Terrorism, National Security

Noe, Mark (2009). The "Corrido": A Border Rhetoric, College English. The author questions the continued usefulness of inside/outside as a liberatory metaphor, particularly for Latino/a students, who experience that classroom quite differently from the privileged way that the author, their Anglo teacher, does. The author argues that the assumptions of the inside/outside metaphor accentuate the challenges that these students face when confronted by the demands for assimilation posed by academic writing. Inside/outside becomes a means of identifying what lies on either side of a boundary, while simultaneously bypassing how the boundary functions to categorize and, according to Lazaro Lima, even compartmentalizes by selecting who may pass through. The border rhetorics that Latino/a students bring into the classroom can help them and other students resist being appropriated by academic discourse. For example, the "corrido" involves a mimicry of conventions that enables students to envision a fluid identity rather than exchange one identity for another.   [More]  Descriptors: Mexican American Education, Rhetoric, Democracy, Figurative Language

Martin, Vance Scott (2011). Using Wikis to Experience History, ProQuest LLC. This dissertation is an action research study examining the use of technology to encourage critical thinking and digital literacy in a community college history class. The students are responsible for researching course material and teaching the class. They then use a wiki to contribute to and edit an interactive, online textbook that has been created by students over several semesters. The goal is to link more interactive technologies with what the author terms socially democratic education, by empowering students to create knowledge and encouraging them to consider biases in historical writing.   Two main research questions are considered, each with related sub-questions. First, what do students experience using an educational wiki and an open classroom? Are the students able to think critically about history? The work of Giroux (1978) is used to discuss the critical thinking that emerged in the class.   Second, what are the relationships between the wiki and open classroom, and democratic education? How is that observable? What role does the teacher play? Is this a critical pedagogy? Evidence of socially democratic learning is examined, and Freire (2009) is used to analyze the presence of a critical pedagogy.   Several issues are raised as the result of the study, and their implications are discussed. These include the loss of teacher control with this type of pedagogy, the need for a balance between allowing freedom for discovery and organizational structure, and issues related to trust and identity.   [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: Critical Theory, Action Research, Democracy, Critical Thinking

Giroux, Henry A. (2011). Business Culture and the Death of Public Education: Mayor Bloomberg, David Steiner, and the Politics of Corporate "Leadership", Policy Futures in Education. This article provides a case study of how a business culture imposes modes of educational leadership on a public school system in New York City that has little if any concerns for empowering children, teachers, and the communities. The article provides a counter-narrative that serves to dispel the notion that the culture of educational empowerment is synonymous with a corporate model of leadership and education and that the latter is the best ideological and political template for understanding and governing public schools. In fact, the article attempts to make clear that the culture of business largely functions both to disempower students and teachers and to undercut the ability of schools to connect learning to social change, the power of the imagination, civic courage, and intellectual growth.   [More]  Descriptors: Case Studies, Urban Schools, Public Schools, Instructional Leadership

Mitra, Dana L.; Gross, Steven Jay (2009). Increasing Student Voice in High School Reform: Building Partnerships, Improving Outcomes, Educational Management Administration & Leadership. While we often write about adolescents as full of turmoil and angst, focusing on "student voice" instead highlights ways in which young people can learn democratic principles by sharing their opinions and working to improve school conditions for themselves and others. This article examines the connection between the types of student voice initiatives desired and the contexts in which student voice is pursued. Drawing upon cases from the USA and Australia, we suggest that turbulence theory can influence the way that student voice is received at a school and its ability to achieve desired goals. Student voice can help to increase the tension and focus on pressing issues when needed; it also can help to calm turbulence occurring within individual adolescents and also in school contexts that need resolution.   [More]  Descriptors: High School Students, Student Participation, Student Attitudes, Adolescent Development

Biesta, Gert; Lawy, Robert; Kelly, Narcie (2009). Understanding Young People's Citizenship Learning in Everyday Life: The Role of Contexts, Relationships and Dispositions, Education, Citizenship and Social Justice. In this article we present insights from research which has sought to deepen understanding of the ways in which young people (aged 13-21) learn democratic citizenship through their participation in a range of different formal and informal practices and communities. Based on the research, we suggest that such understanding should focus on the interplay between contexts for action, relationships within and across contexts, and the dispositions that young people bring to such contexts and relationships. In the first part of the article we show how and why we have broadened the narrow parameters of the existing citizenship discourse with its focus on political socialization to encompass a more wide-ranging conception of citizenship learning that is not just focused on school or the curriculum. In the second part of the article we describe our research and present two exemplar case studies of young people who formed part of the project. In the third part we present our insights about the nature and character of citizenship learning that we have been able to draw from our research. In the concluding section we highlight those dimensions of citizenship learning that would have remained invisible had we focused exclusively on schools and the curriculum. In this way we demonstrate the potential of the approach to understanding citizenship learning that we have adopted.   [More]  Descriptors: Young Adults, Adolescents, Social Environment, Interpersonal Relationship

Wiseman, Alexander W.; Astiz, M. Fernanda; Fabrega, Rodrigo; Baker, David P. (2011). Making Citizens of the World: The Political Socialization of Youth in Formal Mass Education Systems, Compare: A Journal of Comparative and International Education. Unique cross-national data on adolescents' civic skills, knowledge, and political attitudes are used to examine the democratic processes of modern mass schooling, effects of national political systems, and patterns of youth political socialization in 27 nations. Compared to the generally weak reported effects on mathematics and reading achievement, we find robust effects of schooling on youths' civics knowledge, skills, and attitudes. Secondly, there is empirical support for the importance of a supra-national political culture, beyond that of unique national cultures, in the political socialization of youth. Lastly, there is evidence of an emerging common polity among youth across nations. The results extend notions of the institutional influence of mass public schooling on the political socialization of youth.   [More]  Descriptors: Political Socialization, Political Attitudes, Citizenship Education, Reading Achievement

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